85178364 Ancient Hebrew a Study Grammar

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Ancient HebrewA Student Grammar

The Gezer Calendar, 10 th century Hebrew

John A. Cook Robert D. Holmstedt



Preface

PurposeThis textbook is intended for a university classroom. It is divided into thirty lessons,corresponding to the typical thirty-week academic year. Following the sequence of lessons will

provide the average student with a cutting-edge understanding of ancient Hebrew grammar andwill enable the student to read both prose passages and less complex poems from biblical andnon-biblical texts. Additionally, the textbook introduces the student to the standard BiblicalHebrew lexicon 1 and includes an appendix on the Masoretic “accents,” which may beincorporated into the sequence of lessons at whatever point the instructor desires.

Because of the variety of first-year biblical Hebrew textbooks currently available, it is worth briefly noting what this textbook is not : it is not a reference grammar; it is not meant to be usedwithout supplementation from the instructor; it is not meant for self-study; it is not theologicallyoriented. What this textbook does not do represents fairly well the character of almost everyother available textbook, and thereby indicates that there exists a significant lacuna in the worldof Hebrew textbooks. This textbook is intended to fill this hole.

HistoryThe genesis of this introductory textbook for ancient Hebrew lies in the experience of the twoauthors in teaching first-year biblical Hebrew at the University of Wisconsin as graduateinstructors, from 1996 to 2002. The desire for “something different” was born early in this

period, after dissatisfaction with the out-datedness of Weingreen 2 (which, in many ways, has yetto be surpassed in terms of pedagogy as a classroom textbook) and outright frustration with thelack of pedagogical awareness in Kelley ,3 Seow ,4 and Kittel, 5 to name the most prominenttextbooks then on the market. “Necessity is the mother of invention,” as the proverb goes, and, asin the case of most textbooks, eventually we decided that it was time to develop “somethingdifferent” ourselves. As we continued to teach Hebrew after Wisconsin, we clarified the focus for

our project and we identified three primary objectives: classroom pedagogy, a firm linguisticfoundation, and inclusion of non-biblical ancient Hebrew (hence, the title).

Design ObjectivesOur concern for classroom pedagogy is based on the simple observation that many of thetextbooks on the market provide the student with entirely too much information. We foundourselves instructing our students to skip entire sections in some of the textbooks we used. Notonly is this frustrating for instructor and student alike, it both establishes an underlying tension

between the instructor and the textbook and creates a sense of distrust in the often expensivetextbook the student was required to purchase for the course. Clearly, we needed a textbook thatwas created for the classroom and no more. In other words, we felt that the desire of manytextbook authors to present, essentially, “mini-reference grammars” was an obstacle in the

1 Brown, F., S. R. Driver, and C. A. Briggs. [1906] 1979. The New Brown-Driver-Briggs Hebrew-English Lexicon . Peabody, MA: Hendrickson.

2 Weingreen, J. 1939. A Practical Grammar for Classical Hebrew . Oxford: Oxford University. [2 nd edition, 1959and 1967]

3 Kelley, P. H. 1992. Biblical Hebrew: An Introductory Grammar . Grand Rapids, MI: Eerdmans.4 Seow, C.-L. 1987. A Grammar for Biblical Hebrew . Nashville, TN: Abingdon. [Revised edition, 1995]5 Kittel, B. P., V. Hoffer, and R. Abts Wright. 1989. Biblical Hebrew: A Text and Workbook . New Haven, CN.:

Yale University. [Revised edition, 2005]



ii

effective presentation of the material and quite often resulted in information overload. It isdifficult to count the number of people who have recounted to us their experience of learningHebrew with anguish in their voices and a traumatic look in their eyes, and a little sensitivedigging almost always turns up one overriding reason: poor pedagogy.

To address the pedagogy issue we established an approach to each lesson that was based on threesimple criteria: (1) what can we accomplish in the classroom in one week and still have fun? (2)what must the students learn? and (3) what do the students not need to learn? The result was thethirty-lesson structure that moves the students quickly through the necessary but often lessengaging introductory material to get to issues more salient for interpreting the ancient texts,such as clause structure and verbs. This enables us to introduce our students to stretches of

biblical and non-biblical texts as early as the fourth week of the course. And since understandingtexts is the motivation of the overwhelming majority of students in our courses, it only makessense that this would both please them and reduce the dreaded mid-year attrition rate.

It is important to note a critical feature of our textbook at this point: since it presents no more

than is necessary, it does not itself introduce students to long stretches of Hebrew discourse.Moreover, we do not introduce students to the features of either the Masoretic codices or themodern printed Hebrew Bibles, including the critical apparatus of the Biblica HebraicaStuttgartensia . A number of student-oriented introductions to these issues already exist and arelikely in the nearest library; thus, we saw no good reason to reinvent the wheel, as it were. Whatthis means is that the texts and the history of the Hebrew Bible must be covered within the lesson

planning external to the textbook.

As with many modern language textbooks, even those with vibrant color and snazzy drawings or photographs, it is worth remembering that the textbook is a means to another end, not an end inand of itself. This explains why we eschew defining every language term we use (for example,“pharyngeal”): it is the instructor’s responsibility to have a basic competence in Hebrewgrammar and grammatical terminology. Whenever it is necessary we do briefly define thelinguistic terms we use (i.e., “valency” with regard to the binyanim , “focus” with regard to wordorder). For the items we do not define, we suggest using Gary Long’s handbook ,6 which can (and

probably should) be used as a supplemental text. Combining our textbook with Long’s handbook achieves comprehensiveness without needlessly bloating the lessons.

The second objective for our textbook is to build the lessons on a firm linguistic foundation.Both authors do research on the grammatical features of ancient (biblical and non-biblical)Hebrew within explicitly linguistic frameworks, mostly typological and generative, and our conclusions have often been at odds with the consensus described in standard referencegrammars and introductory textbooks (for example, you will find no reference in this textbook to

the so-called waw-consecutive imperfect and perfect verbs, but instead will find the labels past-narrative and modal perfect , respectively). Hence, we desired a textbook that communicates our linguistically-grounded views to a first-year Hebrew audience. While we try to avoid enmeshingthe first-year student in the complexity of linguistics and typical linguistic description, we alsotake a high view of our audience’s capacity to process basic linguistic concepts and to see howthey apply to both Hebrew and English.

6 Long, G. A. 2002. Grammatical Concepts 101 for Biblical Hebrew: Learning Biblical Hebrew Grammatical Concepts through English Grammar . Peabody, MA: Hendrickson.



iii

Our third objective for the textbook is inclusiveness. A quick survey of introductory Hebrewtextbooks confirms two strong tendencies: (1) they originate within theological contexts, andthus (2) they are aimed at theological audiences. For instance, there does not seem to be a singletextbook in English on the market that is not about “biblical” Hebrew. Yet, the Hebrew Bible is aconfessionally-defined corpus. In socio-linguistic terms, ancient Hebrew included much morethan the biblical texts. Moreover, many of these texts are of interest even to the theologically-minded student. Some of the inscriptions, such as those from Kuntillet Ajrud and Khirbet el-Qom, illustrate the diversity of religious beliefs in ancient Israel, with which the students maycompare passages in the Hebrew Bible. And the Dead Sea Scrolls introduce the earliest examplesof biblical commentary and together with the Septuagint witness the beginnings of “bible”

preservation.

[ First Note to the Reader: the inclusion of non-biblical examples and exercises is undergoing revision. These materials are currently external to the textbook and will be worked back into thetextbook in the near future. RDH 2/15/2007 ]

Finally, this textbook is what some might call “traditional” in its essential organization and presentation. Although each lesson does contain a diversity of categories for easier learning, thestudent is moved through the linguistic categories of phonology, morphology, syntax, semantics,and pragmatics in mostly this order. With that said, we use more modern, or “second languageacquisition,” teaching techniques in the classroom. Again, we did not write this textbook for every task of the language classroom. It is intentionally limited, and in light of this, weencourage instructors who use this textbook to plan accordingly: additional activities will berequired for the first-year students to learn Hebrew and, critically, for them to enjoy the process.(For interested parties, we invite requests for sample syllabi and other teaching materials.)

[Second Note to the Reader: the glossary is currently undergoing revision; the glosses wereinitially based on a combination of information from the two primary Hebrew-English lexica,

BDB and HALOT. Additionally, a third set of glossing choices was motivated by simplicity and pedagogy rather than the often awkward English glosses given in either of the two lexica. The glossary and vocabulary lists will be normalized to HALOT entries in the next revision.]

AcknowledgmentsThe detail and complexity of writing a introductory language textbook exceeded our wildestdreams. It is entirely possible that if we had not begun this project as ambitious, energeticdoctoral students, we might never had begun it at all. Certainly, we are indebted to the eagle eyesof numerous instructors who followed us at UW and who willingly accepted the challenge of using a draft textbook. In particular, we are grateful to Michael Lyons, Kent Reynolds, and JamesKirk for their numerous lists of typos and other infelicities. Additionally, their queries helped usto formulate more clearly our design objectives. We are also indebted to Cynthia Miller, who

endured the many drafts and yet remained willing to have the textbook used at UW. Finally, weare most recently thankful of the proofreading and general feedback that John Hobbins(Madison), Laliv Clenman (U of T), and Brauna Doidge (U of T) have provided.

John A. Cook Robert D. HolmstedtWilmore, KY Toronto, ON

November 15, 2007



ivTable of Contents

Lesson 1.................................................................................................................................11.1. The Biblical Hebrew Alphabet1.2. Vocabulary #1Exercises

Lesson 2.................................................................................................................................82.1. The Biblical Hebrew Vowel System2.2. Simple Sheva 2.3. Compound Sheva2.4. Independent Personal Pronouns2.5. Verbless Clauses2.6. Dagesh Qal and Dagesh Chazaq2.7. Guttural Consonants2.8. Open and Closed Syllables and Word Stress2.9. Vocabulary #2Exercises

Lesson 3.................................................................................................................................193.1. Grammatical Words versus Lexical Words3.2. Definiteness3.3. Definiteness in Biblical Hebrew3.4. The Article – • 3.5. Inseparable Prepositions ( , , , and sometimes )3.6. Vav Conjunction (- )3.7. Vocabulary #3Exercises

Lesson 4.................................................................................................................................294.1. Masculine and Feminine Singular Nouns4.2. Introduction to Verbs4.3. Qal Perfect Conjugation - Singular 4.4. Objects in Biblical Hebrew4.5. Vocabulary #4Exercises

Lesson 5.................................................................................................................................385.1. Masculine and Feminine Plural and Dual Nouns5.2. Qal Perfect Conjugation - Plural5.3. Qal Perfect Conjugation of 5.4. Vocabulary #5Exercises

Lesson 6.................................................................................................................................436.1. Construct Relationship.6.2. Chart of Frequent Irregular Nouns6.3. Vocabulary #6Exercises



vLesson 7.................................................................................................................................49

7.1. Suffixed Pronouns7.2. Segolate Nouns7.3. Modal Use of the Perfect Conjugation7.4. Vocabulary #7Exercises

Lesson 8.................................................................................................................................578.1. Qal Imperfect Conjugation8.2. Past Narrative Conjugation8.3. Qal Imperfect Conjugation of 8.4. 8.5. Vocabulary #8Exercises

Lesson 9.................................................................................................................................629.1. Adjectives

9.2. Demonstrative Pronouns9.3. Vocabulary #9Exercises

Lesson 10...............................................................................................................................6810.1. Qal Active Participle10.2. Qal Passive Participle10.3. Vocabulary #10Exercises

Lesson 11...............................................................................................................................74

11.1. Introduction to the Binyanim11.2. Piel and Hifil Perfect Conjugations11.3. Vocabulary #11Exercises

Lesson 12...............................................................................................................................8012.1. Piel and Hifil Imperfect Conjugations12.2. Piel and Hifil Past Narrative Conjugations12.3. Piel and Hifil Participles12.4. Vocabulary #12Exercises

Lesson 13...............................................................................................................................8613.1. Introduction to the Prefix Pattern Modal System (Jussives and Imperatives)13.2. Overview of the Biblical Hebrew Verbal System13.3. Vocabulary #13Exercises

Lesson 14...............................................................................................................................9214.1. Infinitive Construct14.2. Infinitive Absolute14.3. Vocabulary #14



viExercises

Lesson 15...............................................................................................................................9815.1. Introduction to the Passive-Reflexive Binyanim15.2. Perfect Conjugation in the Passive-Reflexive Binyanim15.3. Imperfect Conjugation in the Passive-Reflexive Binyanim15.4. Imperative and Jussive in the Passive-Reflexive Binyanim15.5. Infinitive Construct and Absolute in the Passive-Reflexive Binyanim15.6. Participles in the Passive-Reflexive Binyanim15.7. Vocabulary #15Exercises

Lesson 16...............................................................................................................................10616.1. Using a Lexicon16.2. Dynamic and Stative Verbs16.3. Vocabulary #16Exercises

Lesson 17...............................................................................................................................11317.1. Introduction to Guttural Verbs17.2. I-Guttural Verbs17.3. II-Guttural Verbs17.4. III-Guttural Verbs17.5. Vocabulary #17Exercises

Lesson 18...............................................................................................................................12018.1. Introduction to Weak Verbs18.2. Object Pronouns Suffixed to Verbs18.3. Vocabulary #18Exercises

Lesson 19...............................................................................................................................12719.1. I-Alef Weak Verbs19.2. III-Alef Weak Verbs19.3. Vocabulary #19Exercises

Lesson 20...............................................................................................................................13320.1. I-Nun Weak Verbs

20.2. and 20.3. Vocabulary #20Exercises

Lesson 21...............................................................................................................................13721.1. I-Vav/Yod Weak Verbs21.2. 21.3. Vocabulary #21Exercises



viiLesson 22...............................................................................................................................142

22.1. III-He Weak Verbs22.2. Vocabulary #22Exercises

Lesson 23...............................................................................................................................14623.1. II-Vav/Yod Weak Verbs23.2. Vocabulary #23Exercises

Lesson 24...............................................................................................................................15124.1. II-III Weak Verbs24.2. Vocabulary #24Exercises

Lesson 25...............................................................................................................................15525.1. Doubly-Weak Verbs25.2. Identifying the Roots of Doubly-Weak Verbs25.3. Vocabulary #25Exercises

Lesson 26...............................................................................................................................15926.1. Introduction to Syntax in Biblical Hebrew: Part 126.2. Complements and Adjuncts26.3. Argument Structure26.4. Vocabulary #26Exercises

Lesson 27...............................................................................................................................16527.1. Introduction to Syntax in Biblical Hebrew: Part 227.2. Main and Subordinate Clauses27.3. Biblical Hebrew Word Order 27.4. Vocabulary #27Exercises

Lesson 28...............................................................................................................................17328.1. Introduction to Semantics in Biblical Hebrew28.2. Lexical Semantics28.3. Case Roles in Biblical Hebrew28.4. Vocabulary #28

Exercises

Lesson 29...............................................................................................................................17929.1. Introduction to Pragmatics in Biblical Hebrew29.2. Information Structure29.3. Biblical Hebrew Word Order and Information Structure29.3. Vocabulary #29Exercises

Lesson 30...............................................................................................................................18630.1. Introduction to Biblical Hebrew Discourse



viii30.2. The Foreground and Background of Narrative30.3. Discourse TopicExercises

Appendices............................................................................................................................191A. Noun, Adjective, and Pronoun Paradigms

1. Noun/Adjective Inflection2. Frequent Irregular Nouns3. Personal Pronouns4. Demonstrative Pronouns5. Suffixed Pronouns on Nouns, Prepositions, and the Object Marker

B. Strong Verb Paradigms1. Strong Verb2. Object Pronouns Suffixed to Verbs3. Parsing Flow Chart

C. Weak Verb (and Guttural Verb) Paradigms1. I-Guttural 2. II-Guttural 3. III-Guttural 4. I-Alef and III-Alef 5. I-Nun6. I-Vav/Yod 7. III-He8. II-Vav/Yod 9. II-III

D. NumeralsE. Masoretic accents

Glossary................................................................................................................................ 218

Hebrew Songs.......................................................................................................................230



Lesson 1

Lesson Summary:

• The Hebrew Alphabet

BeGaD KeFaT letters

1.1 The Hebrew Alphabet

The Hebrew - (alphabet) is composed of the following.

• It consists of 23 consonants read right-to-left.

←

• It has five letters with alternate final forms that are used whenthe letter occurs at the end of a word.

Regular form:

Final form: e.g.,

• It has six letters, (mnemonically referred to as theBeGaD KeFaT), which can appear with a “dot” in them called

a dagesh qal . Three of these letters have two pronunciations:one with the dagesh qal, and one without it.

like b in Boy BUT like v in Voice

like k in Keep BUT like ch in BaCH

like p in Pie BUT like f in Fish

AND like g in Give

AND like d in Dog AND like t in Tide



Lesson 1 2

Hebrew Alphabet

Name ( Final) Form Pronunciation

álef

bet

gímel

dálet

he

vav

záyin

chettet

yod

kaf

lámed

memnun

sámech

áyin

pe

tsádeqof

resh

sin

shin

tav

)

) * )

* ) +

+

)

) * ) +

)

* *

(

((

(

(

glottal stop or silent

like b in Boy

like v in Voicelike g in G ive

like d in Dog

like h in H at

like v in Voice

like z in Z ip

like ch in Ba CHlike t in T ide

like y in Yellow

like k in K eep

like ch in Ba CH

like l in L etter

like m in M other like n in Noon

like s in Sit

pharyngeal or silent

like p in P ie

like f in F ish

like ts in ca TSlike k in K eep

like r in R ace

like s in Sit

like sh in SH in

like t in T ide



Lesson 1 3

Similar sounding letters

• Notice that the Hebrew alphabet has several letters which arepronounced the same .

and silent

and like v in Voice and like ch in Bach and / like t in Tide and like k in Keep and like s in Sit

1.2 Vocabulary #1

PN YHWH (often ‘the L ORD ’ in translations of the Bible).

Traditionally pronounced a-do-nai ‘Lord’ or ha-shem ‘the Name’.It is possible that this name was originally pronounced yah-weh ,and was the middle word of a longer epithet El yahweh tseva'ot ,which might have meant ‘El/God (who) makes hosts exist’.

Vocabulary Learning Tips:1. Make flash cards: Hebrew on front, English on back (in addition to practicing

with the cards, writing the vocabulary words on the cards will help you learnthem).

2. Quiz yourself with the cards. Put aside those that you know, return to the pilethose that you do not know and continue quizzing until you know them all.

3. Review the words regularly and keep up with new ones.

Exercises

1. Practice singing the Hebrew alphabet to the English ‘ABC’ tune( Note: for the sake of the song’s rhythm, we have included both forms of the three BeGaDKeFaT letters that change pronunciation with or without the dagesh qal – we’ve put thesecond of the pair, not normally included in the “alphabet,” in subscripted position.)

←



Lesson 1 4

2. Write out a full line of each consonant of the Biblical Hebrew alphabet (use thefollowing letters as a guide).



Lesson 1 5

3. Fill in the blank with the missing consonant according to the order of thealphabet (ignore the absence/presence of the dagesh ), e.g., .

j( __ __

k __ ( __

l( __ __ __

g( __

h( __

i( __

d( __

e( __

f ( __

a( __

b( __

c( __ __ __

4. Write an English word for each letter of the Hebrew alphabet which has the

sound of the Hebrew letter in it (do not use the words given in the chart in 1.1):e.g., as in boat .

as in _______ (m

as in _______ (n

as in _______ (o

as in _______ (p

as in _______ (q

as in _______ (r

as in _______ (s

as in _______ (t

(u

as in _______ (v

as in _______ (w

as in _______ (x

as in _______ (a

as in _______ (b

as in _______ (c

as in _______ (d

as in _______ (e

as in _______ (f

as in _______ (g

as in _______ (h

as in _______ (i

(j

as in _______ (k

as in _______ (l



Lesson 1 6

5. Draw lines to connect each letter with its corresponding final form:

6. Draw a line from the Hebrew proper name to the English equivalent.

Judah

Jacob

Levi

Israel

Philistine

ShadrachAbraham

Adam

Moses

Pharaoh

Tamar

Esau

Rachel

Hezekiah

Joseph

CanaanSolomon

Nebuchadnezzar

Leah

Sarah

7. Find the names of the letters of the alphabet in the puzzle (no left-to-right or backwards ones).



Lesson 1 7

8. Follow the directions for each of the following verses.

a) Say aloud the names of the letters in the following verses.

‘Thus says Y HWH : Act with justice and righteousness, and deliver from the hand of theoppressor anyone who has been robbed. And do no wrong or violence to the alien, theorphan, and the widow, or shed innocent blood in this place.’ (Jer 22:3)

b) Circle the letters which are final form.

‘. . . to seize spoil and carry off plunder; to assail the waste places that are now inhabited,and the people who were gathered from the nations, who are acquiring cattle and goods, wholive at the center of the earth.’ (Ezek 38:12)



Lesson 2

Lesson Summary:

• Hebrew Vowels and Vowels Signs

• Simple Sheva : • Compound Sheva :

• Independent Personal Pronouns

• Verbless Clauses

• Dagesh Chazaq and Dagesh Qal :

• Gutturals: (and )

• Open and Closed Syllables, Word Stress:

2.1 The Biblical Hebrew Vowel System

Vowels Sign Name Pronunciation Class & Length pátach

qámets

qámets-he

a in Fa ther

short

a -class long

long

ségol e in M et

tsére

tsére-yod ey in Th ey

chíreq i in S it

chíreq-yod ee in S een

short

long

i -class long

short

long

qámets-chatuf

chólem

chólem-vav

o in G o

qibbuts

shúrequ in R ude

short

long

u -class long

short

long

The Biblical Hebrew vowels have the following characteristics:

• The vowels appear under, over, or following the consonant



Lesson 2 9

Simple Sheva

they are pronounced after. For example, is pronounced[yad].

• Some long vowels are written as a vowel point and aconsonant. When , , or are used in this way they are calledvowel letters . They are not consonants in these cases!

• represents both long a-class qamets and short u-classqamets-chatuf . Distinguishing which vowel it represents in agiven instance depends on knowing in what type of syllable itoccurs (see 2.2).

• The vowels in Biblical Hebrew are categorized by class (a-class , i-class , or u-class ) and length (short or long).

2.2 Simple Sheva

The vowel system created by the Tiberian Masoretes (c. 500 C.E.)required that every consonant have a vowel sign, except at the endof a word. If a syllable ended in a consonant or began with twoconsonants in a row it still required a vowel sign. For this purposethey used the sheva, which means ‘nothingness’ ( ).

The sign is not properly a vowel, but in some places it is vocal, pronounced like the “hurried” a as a bove and transliterated with ǝ :

[bərit]

In other places it is a silent place marker, showing that the preceding syllable is closed:

[midbar]

A sheva is vocal :

• at the beginning of a word:

- [shə-mo]



Lesson 2 10

Compound Sheva

• at the beginning of a syllable:

in - - [yish-mə-ru]

Note: If two sheva are adjacent in a word, the first is silent andthe second is vocal.

• following a long vowel:

- - [su-sə-chem]

2.3 Compound Sheva

A compound sheva (also called composite sheva ) is a ‘half vowel’ that appears under guttural consonants in place of a simple

sheva . There are three compound sheva : an a-class , an i-class , anda u-class . They are pronounced the same as their full vowelcounterparts but for a shorter duration.

Sign Name Pronunciation Class

chátef pátach a in Aríse a class

chátef ségol e in E xcúse i class

chátef qámets o in Omít u class

Independent Personal Pronouns

2.4 Independent Personal Pronouns

Like English, Biblical Hebrew has independent personalpronouns that are used as subjects of clauses.

These correspond to English I, you, he/she, we, they .

‘I (am) Joseph’ (Gen 45:3)

3MS ‘he’ 3 MP / ‘they’

3FS ‘she’ 3 FP / ‘they’

2MS ‘you’ 2 MP ‘you’

2FS ‘you’ 2 FP ‘you’

1CS ‘I’ 1 CP ‘we’



Lesson 2 11

Verbless Clause

Dagesh Qal

Dagesh Chazaq

2.5 Verbless Clauses

The present tense of the verb ‘to be’ is not expressed lexically(i.e., by a word) in Hebrew. Thus, it must be supplied in English.

‘they are not gods’ (2 Kgs 19:18)

These types of clauses are called verbless clauses.

2.6 Dagesh Qal and Dagesh Chazaq

In 1.2 you learned about the six consonants ( ) calledBeGaD KeFaT letters. Only these six consonants can have a dotcalled a dagesh qal in them.

A dagesh qal in , , and marks their pronunciation as a stop(i.e., [b], [k], [p] in which the air flowing through the mouth isstopped) instead of the corresponding continuant (i.e., [v], [ch],[f], in which the air flows through the mouth continuously).

A dagesh qal appears in a BeGaD KeFaT letter wherever there isnot a vowel (or vocal sheva ) preceding it:

• at the beginning of a word:

[davar]

• at the beginning of a syllable following a closed syllable

[midbar]

The same dot can represent another type of dagesh called thedagesh chazaq (“strong” dagesh ). A dagesh chazaq can occur inany consonant (except gutturals and ) and lengthens it.

-= [biqqesh]

The BeGaD KeFaT letters can also have a dagesh chazaq . Inaddition to lengthening the consonant, this dagesh also makes the

pronunciation of , , and a stop just like the dagesh qal .

-= [habben]



Lesson 2 12

Gutturals

Here are three principles for telling the two types of dagesh apart:

1) A dagesh in a non-BeGaD KeFaT letter is a dagesh chazaq .

2) A dagesh in a BeGaD KeFaT letter preceded by a vowel is

a dagesh chazaq .

3) A dagesh in a BeGaD KeFaT letter not preceded by avowel is a dagesh qal .

Note: A dagesh chazaq affects the syllable structure: is - - [biq-qə-shu]. A sheva under a consonant with adagesh chazaq is always vocal.

2.7 Guttural Consonants

Several pharyngeal and laryngeal consonants, pronounced in the back of the throat, are grouped together under the label gutturalconsonants: .

Four characteristics of gutturals are notable:

1) Gutturals (and ) cannot be lengthened; that is, they cannothave a dagesh chazaq .

2) Gutturals prefer a-class vowels nearby, i.e., before or after.

[ya'amod ]

3) Gutturals , , and at the end of a word following a longvowel take an a-class ‘helping’ vowel called a furtive

patach (this is the only instance where two vowels occur ina row).

[ruach]

4) Gutturals usually have a compound sheva (2.6) instead of simple sheva (2.3).

['asher] (instead of * )



Lesson 2 13

Syllable

Mappiq

Open syllable

Closed syllable

Word stress

2.8 Open and Closed Syllables and Word Stress

A syllable begins with a consonant (C) and ends with either avowel (CV = open), or a consonant (CVC = closed).

has two syllables:an open – (CV)

and a closed –(CVC).

Note: The vowel letters ( ,, ) and do not close syllables!However, at the end of a word does close a syllable. Thedot, called a mappiq , indicates that the is a consonant andnot a vowel letter.

• Open syllables usually have long vowels (as – in )unless stressed – then they may have short vowels (as – in ).

• Closed syllables usually have short vowels (as – in )unless stressed – then they may have long vowels (as –in ).

Note: The vowel represents the short u-class qamets-chatuf if it is in a closed, unstressed syllable, otherwise it is the longa-class qamets .

- = [chochma]

A syllable is either stressed or unstressed: in most words the lastsyllable is stressed. Words that are not stressed on the lastsyllable in the lessons and exercises have an accent mark over thestressed syllable, written as .



Lesson 2 14

2.9 Vocabulary #2

M father ; P PN (EPITHET ) the LORD

M man ; P PREP to, towards

PN God, gods

F earth, land

F woman, wife ; P M son ; P M word, thing

PN David

M day ; P PN Israel

M priest

ADV no, not

M king

F queen

PN Moses

F city

M people

Exercises

1. a) Write each of the Biblical Hebrew vowels with each of the consonants; b)Pronounce aloud the combination of consonant and vowel as you write them,e.g., .

2. a) Write each compound sheva with each of the guttural consonants. b)Pronounce aloud the combination of consonant and vowel as you write them,e.g., .



Lesson 2 15

3. Read aloud the name of each vowel and write the correct sign under the ◻.

a(◻ b)◻ c)◻ d)◻ e)◻

f )◻ g)◻ h)◻ i)◻

j)◻

k )◻ l)◻

m)◻ n)◻ o)◻

4. Find the names of the Biblical Hebrew vowels in the puzzle (no left-to-right or backwards ones).



Lesson 2 16

5. Identify a similar sounding English word for each Hebrew word, e.g., = car.

q) _________

r ) _________

s) _________

t) _________

u) ________

v) _________

w) _________

x) _________

i) _________

j) _________

k ) ________

l) ________

m) ________

n) _________

o) _________

p) ________

a) ________

b) _________

c) _________

d) _________

e) _________

f ) ________

g) _________

h) ________

6. Spell these English words with Hebrew consonants and vowels, e.g., bed = .

a) shed = _________

b) sheet = _________

c) keep = _________

d) sight = _________

e) road = _________

f) ooze = _________

g) root = _________

h) soup = _________

i) hot = _________

j) near = _________

k) say = _________

l) peet = _________

m) key = _________

n) ray = _________

o) vote = _________

p) soap = _________

q) tar = _________

r) sew = _________

s) name = _________

t) cave = _________

u) cots = _________

v) red = _________

w) doze = _________

x) give = _________

7. Practice reading the following verses until you can do so smoothly and thenidentify each sheva as silent or vocal.

‘Say: Thus says Y HWH God: Will it prosper? Will he not pull up its roots, cause its fruit to rotand wither all its fresh sprouting leaves to fade? No strong arm or mighty army will beneeded to pull it from its roots.’ (Ezek 17:9 )



Lesson 2 17

8. Practice reading the following verses until you can do so smoothly and thenidentify each dagesh as a dagesh qal or dagesh chazaq .

‘The Chaldeans who are fighting against this city shall come, set it on fire, and burn it, withthe houses on whose roofs offerings have been made to Baal and libations have been pouredout to other gods, to provoke me to anger.’ (Jer 32:29 )

9. Divide the following words into syllables: mark the syllable as open (CV) or

closed (CVC) and the vowel in each syllable as long (L) or short (S), e.g.,CSC/CLC /

j) __________

k ) __________

l) __________

m) __________

n) __________

o) __________

p) __________

q) __________

r ) __________

a) __________

b) __________

c) __________

d) __________

e) __________

f ) __________

g) __________

h) __________

i) __________



Lesson 2 18

10. Translate the following phrases into Hebrew, and then practice saying themwith a classmate or friend.

a) I am a man

b) He is a father

c) You ( P) are not gods

d) She is not a man

e) They ( FP) are not sons

f) I ( M) am a king

g) We are a people

h) He is the Lord

i) I ( F) am a queen

j) It is Israel

11. Form five of your own phrases using independent personal pronouns and theitems from the vocabulary list.

a) ____________________________________________________________

b) ____________________________________________________________

c) ____________________________________________________________

d) ____________________________________________________________

e) ____________________________________________________________



Lesson 3

Lesson Summary:

• Grammatical Words versus Lexical Words

• Definiteness

• Definiteness in Biblical Hebrew

• The Article: – • • Inseparable Prepositions: (– , , , and )

• Vav Conjunction: (– )

Grammatical Words

Lexical Words

Definiteness

3.1 Grammatical Words versus Lexical Words

All items within the lexicon of a language can be separated into oneof two categories: grammatical words and lexical words .

Grammatical words are words that do not carry semantic content, but rather they signal grammatical relationships. For example,conjunctions signal the syntactic relationship between clauses,

phrases, and words. However, conjunctions do not have meaning

apart from the relationship they signal; in other words, grammaticalwords do not refer to something in the real world. Other examplesare pronouns , prepositions , and articles .

Lexical words , by contrast, do carry semantic content. Thus, nouns ,adjectives , and verbs are lexical words—they refer to people / places/ things, qualities / quantities, and actions / events, respectively.

3.2 Definiteness

A further basic classification of nouns is whether they are definite or not. Definiteness is a grammatical category (like gender, number, or tense) that represents a noun’s identifiability. When a noun isdefinite, the item to which it refers is identifiable by areader/listener. Consider the following English example:

I want to buy the book.



Lesson 3 20

Definitenessin Biblical Hebrew

In the clause given, the definite noun phrase the book signals to thereader that the ‘real-world’ referent (i.e., the precise book) should beidentifiable by the reader/listener. However, when a noun phrase isnot definite (as below), its referent (e.g., that of the phrase a book ) isunidentifiable until it is identified by sight, description, etc.

I want to buy a book.

Languages express and use definiteness differently. For example, insome languages noun phrases referring to specific (butunidentifiable) items are definite (as in Biblical Hebrew), whereas inother languages, such specific, unidentifiable noun phrases areindefinite (as in English). Consider the following verse:

‘just as a man flees from the lion and the bear meets him and heenters the house and leans his hand upon the wall and the snake

bites him’ (Amos 5:19)

In Amos 5:19, the noun phrases ‘the lion’, ‘the bear’, ‘the house’,‘the wall’, and ‘the snake’ denote an arbitrary member of the classdescribed by each (e.g., an arbitrary member of the class ‘bear’).

In Biblical Hebrew, such noun phrases are often definite; whereas inEnglish, such noun phrases are overwhelmingly indefinite.Compare the English translation given above (which directly reflectsthe Hebrew) with the English translation given below from the NewRevised Standard Version:

‘as if someone fled from a lion , and was met by a bear ; or wentinto the house and rested a hand against the wall , and was bitten

by a snake .’

While definiteness in Biblical Hebrew and definiteness in Englishoften correspond, we will find that this is not always the case.

3.3 Definiteness in Biblical Hebrew

Definiteness, like other grammatical categories such as gender,number, tense, and aspect, often takes on a morphological form.This is accomplished by means of grammatical words referred to asdefinite (and indefinite ) articles . Some languages have both a



Lesson 3 21

The Hebrew Article

definite and indefinite article (so English: the versus a/an ), whereasmany others have just one or the other.

Biblical Hebrew only has a definite article (• ). However, noun phrases in Biblical Hebrew are also marked as definite by other means.

Biblical Hebrew nouns are marked as definite in one of four ways:

• If it is inherently definite (e.g., names, appellatives, pronouns)

‘David’ +‘God’ ‘I’

• If the article is prefixed to the noun:

‘the heart’

• If it is in a construct relationship with a definite noun (see 6.1):

- ‘the word of the king’

• If a possessive pronoun is suffixed:

‘my heart’

Note: Nouns may only be marked as definite in one of theseways; Biblical Hebrew nouns may not be doubly-marked for definiteness. In other words, inherently definite nouns, nouns inconstruct, or nouns with suffixes cannot take the article sincethey are all already definite! The only “exceptions” are those few

proper (i.e., inherently definite) nouns whose origins were ascommon nouns, such as +‘God’.

3.4 The Article ( – • )

The definite article takes the form of prefixed to the word itmodifies and a dagesh chazaq in the first letter of the modifiedword.

•+ = ‘the wilderness’

However, this basic form may be modified. The form of the articleis as follows:



Lesson 3 22

1) • before non-guttural consonants: ‘the horse’

2) usually before , , or : ‘the head’

3) usually before or : ‘the temple’

4) before , , or (unstressed!): ‘the mountains’

5) before - or - (stressed!): ‘the mountain’

BUT before - (stressed!) it is - : ‘the valor’

Summary of the article before gutturals:

stressed qamets unstressed qamets

←

←

- ←

-

Inseparable Prepositions

Note: There are a few nouns whose first vowel changes when thearticle is added to them:

• - ← - ‘the earth’

• ← ‘the garden’

• ← ‘the people’

3.5 Inseparable Prepositions ( , , , and sometimes )

Prepositions are another type of grammatical word; that is, theyserve only to relate a noun, noun phrase, or clause syntactically toother words in the sentence.

For example, the English preposition into in the following clauserelates the immediately following noun phrase the store to the

preceding verb phrase they ran:

They ran into the store .

Thus, prepositional phrases serve to specify the location , direction,



Lesson 3 23

manner , means , time , possession , etc., for other constituents such asverb phrases, noun phrases, and clauses.

The most common prepositions in Biblical Hebrew are clitics , i.e.,words that cannot stand on their own. There are three ‘inseparable’prepositions , which may be prefixed to nouns, adjectives,infinitives, and participles (thus, they are proclitic ):

– ‘in, at’ – ‘like, as’ – ‘to, for’

The principles of vocalization for the inseparable prepositions are:

• , , before a consonant with a full vowel.

- ‘to/for a king’

- ‘in/at a house’

• , , before a consonant with a simple sheva , .

‘according to a covenant’

BUT before the vowel becomes .

← ‘to/for Judah’

• The corresponding full vowel before a compound sheva .

← ‘like that which’

+← + ‘for Edom’

• The article vocalization before a noun with the article (i.e., thearticle’s consonant is replaced by the inseparable

preposition).

- ← - ‘to/for the king’

• Some special cases:Quiescent : ‘to/for God’ ‘to/for the Lord’

, , before a stressed syllable in some words: ‘in this’



Lesson 3 24

VavConjunction

The preposition (‘from’) is mostly written as a separate word; insuch cases it is connected to the noun with a maqqef ( ). This is itsusual form before a noun with the article.

- ‘from the king’

The preposition may also be inseparable. In this case, thevocalization is:

• • before non-gutturals (the assimilation of into the followingconsonant is marked by a dagesh chazaq ).

← ‘from there’

BUT before the vowel becomes a .

← ‘from Judah’

• before gutturals (the vowel lengthens because the gutturalcannot be lengthened, i.e., they do not allow dagesh chazaq ).

← ‘from a man’

3.6 Vav Conjunction (– )

As mentioned above in 3.1, conjunctions are a type of grammaticalword, like the article. Conjunctions serve to connect words, phrases,clauses, and sentences to each other syntactically, e.g., and, or, but .

The basic Hebrew conjunction (and, in fact, the most frequent wordin the Hebrew Bible) is the vav conjunction: – . Like the article and

the inseparable prepositions, it is attached to the front of a word.

The vav conjunction has two functions :

1) It connects words and phrases together, signaling acoordinating relationship (it may be translated with ‘and’,‘or’, or ‘but’).

- ‘the people and the king’



Lesson 3 25

2) It marks the beginning of a new clause and is untranslatable(the type of clause and the context determine the type of connection required for English translation).

+ -‘(and) God said, “Let there be light!” (Gen 1:3)

The vocalization of the vav conjunction:

• normally.

‘and David’

Note: The definite article remains when the conjunction is added.

‘and the man’

• before .

← ‘and Judah’

• with the corresponding full vowel before a compound sheva .

+ ‘and Edom’ ‘and I’

• before ,, , or simple sheva (other than ). This may bemnemonically referred to as the BuMP-Sheva Rule.

- ← - ‘and a house’

← ‘and a face’

M← ‘and from Judah’

← ‘and great (things)’

Note: This is the only case in which a vowel begins a syllable!

• Some special cases:

Quiescent :

‘and God’ ‘and the Lord’

occasionally before a stressed syllable: - ‘and emptiness’



Lesson 3 26

3.7 Vocabulary #3

- ,

-•

master, lord

EXST ADV there isn’t/aren’t

PREP in, at, with, by/F way, road

DET the

CONJ and

PREP like, as

,

-

PREP to, for

heart, mind ; PL

PREP from ; more thanF life, self

ADV there

F year ; P

Exercises

1. Add the definite article (• ) to ten nouns from your vocabulary and translate(remember that proper names cannot have a definite article).

2. Add one of the inseparable prepositions ( ,, ) to ten nouns from your vocabulary and translate.

3. Add one of the inseparable prepositions ( ,, ) to your results in exercise #1(i.e., inseparable preposition + the definite article + noun) and translate.

4. Add the preposition to five nouns from your vocabulary, making itinseparable where possible, and translate.



Lesson 3 27

5. Add the vav conjunction to ten nouns from your vocabulary and translate.

6. Correct the vocalization of these definite articles and/or inseparable prepositions, e.g., correct to .

k ) l)

m) +n) o) +

f ) g) +h) i) + +

j)

a) b) c) d) e)

7. Translate the following sentences.a) -

b) -

c) -

d) -

e)

f ) +

g)

h) -

i)

j) -



Lesson 3 28

8. a) Practice reading aloud until you can do so smoothly, b) Circle the definitearticles, inseparable prepositions, and vav conjunctions in each verse; be sureyou can explain why they are vocalized as they are.

- -

‘Next to them repairs were made by elatiah the Gibeonite and Jadon the eronothite--the menof Gibeon and of izpah--who were under the jurisdiction of the governor of the province

beyond the River.’ (Neh 3:7)

- - - -

‘. . . and who extended to me steadfast love before the king and his counselors, and before all theking's mighty officers. I took courage, for the hand of Yhwh my God was upon me, and Igathered leaders from Israel to go up with me.’ (Ezra 7:28)

- -

‘There is the case of solitary individuals, without sons or brothers; yet there is no end to all their toil, and their eyes are never satisfied with riches. “For whom am I toiling,” they ask, “anddepriving myself of pleasure?” This also is absurd and an unhappy business.’ (Qoh 4:8)

9. Form five of your own phrases using prepositions and the items from thevocabulary list.

a) ____________________________________________________________

b) ____________________________________________________________

c) ____________________________________________________________

d) ____________________________________________________________

e) ____________________________________________________________



Lesson 4

Lesson Summary:

• Singular Nouns:

•Introduction to Verbs

• Qal Perfect Conjugation - Singular:

• Objects in Biblical Hebrew: /

Gender

MasculineSingular noun

FeminineSingular noun

4.1 Masculine and Feminine Singular Nouns

Unlike grammatical words like the article, prepositions, andconjunctions (discussed in Lesson 3), nouns are lexical words. Thatis, nouns have semantic content—they refer to an entity in theexternal world. Thus, the noun book refers to a concrete object (agroup of pages bound between a cover), whether real or hypothetical.

Nouns in many languages are inflected for the grammatical categorygender . Biblical Hebrew is such a language—nouns (as well as

adjectives, pronouns, and verbs) in Biblical Hebrew aremorphologically marked as either masculine or feminine .

Though the ‘natural gender’ of animate objects often corresponds totheir grammatical gender, (e.g., ‘man’ is masculine ; ‘woman’ is feminine ), grammatical gender is essentially a syntacticagreement property of language.

In Biblical Hebrew masculine nouns do not have an overt gender

inflection (alternatively, they could be considered to have a nullsuffix, indicated by Ø, that marks them as masculine).

‘brother’

‘young man’

In contrast, most feminine nouns are overtly inflected for gender.

• Many feminine nouns end in .



Lesson 4 31

Conjugation

is characterized by a qamets--patach vowel pattern in thePerfect conjugation: ‘he attended’ (3 MS).

The Qal binyan is introduced in this lesson; the other six primary binyanim will be introduced in subsequent lessons.

• Conjugation in Biblical Hebrew determines the aspect , or viewof a verb’s action: the Perfect conjugation views an event asa whole (perfective); the Imperfect conjugation views anevent as in progress (imperfective).

The conjugations do not signify tense, like Englishconjugations do (e.g., Simple Past). However, the Perfect is

predominantly used to describe past time events, whereas the

Imperfect is predominantly used to describe non-past timeevents (i.e., present or future).

PerfectConjugation

‘whole’ view aspect (perfective) usually past timereference

ImperfectC onjugation

‘in progress’ view aspect(imperfective)

usually non-past timereference

Inflectional Affixes

• Inflectional affixes mark a verb’s agreement features :

person (1st

, 2nd

, or 3rd

)gender ( M, F, or C = common)number ( S or P).

All of the conjugations, except the participle, are based on twomorphological patterns :

Suffix Pattern , which uses inflectional suffixes

Prefix Pattern , which uses primarily prefixes

Note: The form by which Hebrew verbs are listed in a lexicon or dictionary is the Qal 3 MS Perfect form.



Lesson 4 32

Qal Perfect Conjugation

Singular

4.3 Qal Perfect Conjugation - Singular

The Perfect is the only conjugation built on the Suffix Pattern.Conjugations built on the Prefix Pattern are introduced in Lesson 8.

3MS

3FS

2MS

2FS

1CS

—

→→

→

→

→

‘he attended’‘she attended’

‘you attended’

‘you attended’

‘I attended’

3CP Lesson 5

2MP Lesson 5

2FP Lesson 5

1CP Lesson 5

Objects

Direct and

ObliqueObjects

ObliqueObjects and Prepositional

Phrases

4.4 Objects in Biblical Hebrew

Object refers to the grammatical function served by a noun or pronoun that is the ‘receiver’ or ‘goal’ of the action of a verb.Syntactically, an object noun phrase functions as the complement of a transitive verb—the presence of an object is necessary for atransitive verb to be ‘completed’ (see Lesson 26).

For example, in Moses struck the rock , the noun phrase ‘the rock’ isthe object in that it is affected by the action of the verb ‘struck’. Thenoun phrase ‘the rock’ is also the complement in that without it theclause ‘Moses struck’ would be ungrammatical (i.e., the transitiveverb would not be ‘completed’).

For Biblical Hebrew, it is useful to distinguish between two types of objects, direct and oblique (not to be confused with an ‘indirect’object). The use of these two types of objects is completelydependent upon the verb—some verbs select direct objects as their complements, while others select oblique objects as their complements.

What distinguishes direct and oblique objects from each other is thatdirect objects are either preceded by the function word or nothing at all, whereas oblique objects are always preceded by a

preposition. Precisely which preposition used depends on what isselected by the verb being modified.

For instance, the verb , ‘touch’, often takes as its complement anoblique object manifested as a prepositional phrase with the

preposition .



Lesson 4 33

Direct Objects

and

6

‘“and from the fruit of the tree that is in the middle of thegarden,” God said, “you shall not eat from it and you shall nottouch it , lest you die.”’ (Gen 3:3)

Note: Oblique objects, regardless of whether they arecomplements or adjuncts (see Lesson 26), are always preceded

by a preposition.

The function word precedes direct objects of Biblical Hebrewverbs if those direct objects are individuated (i.e., if they arestrongly characterized as distinct entities or individuals—whichmeans that they are also often marked with the article).

‘He visited the people’the people [object he visited

marker]

Direct objects preceded by are usually the semantic patients of their verbs, i.e., they are effected or affected by the verbal action.

Note: The direct object marker is sometimes attached to the nounwith a maqqef ( ) (see 3.5 within the discussion of ); in this

case, the vowel is a segol .

‘He judged Israel’Israel [object he judged

marker]



Lesson 4 34

4.5 Vocabulary #4

,

M man, humankind ; PN Adam

M brother ; P

F sister ; P F mother ; P direct object marker

F cattle

F covenant

F daughter ; P Q remember

Q cut , cut off, cut down

Q reign, be(come) king

M prophet

M lad, young boyF maiden, young girl

M horse, stallion

F mare

PREP with

Q visit, attend to, appoint

Q keep, guard

Q judge, governF direction, instruction, law

Exercises

1. Mark the gender of each noun in your vocabulary list from Lessons 1-3 and onyour vocabulary cards (M or F) (look in glossary if you are unsure).

2. Identify the gender (M or F) of the following nouns (use their form).

p ____ ( q ____ ( r ____ ( s ____ (

t( ____

k ____ ( l ____ (

m ____ ( n ____ ( o ____ (

f ____ ( g ____ ( h ____ ( i ____ (

j ____ (

a ____ ( b ____ ( c ____ ( d ____ (

e ____ (



Lesson 4 35

3. Add the Qal Perfect Singular endings (and vowels) to each of these verbs andtranslate. Also add the appropriate personal pronouns before each verb.

3MS

3FS

2MS

2FS

1CS

3MS

3FS

2MS

2FS

1CS

3MS

3FS

2MS

2FS

1CS

3MS

3FS

2MS

2FS

1CS

3MS

3FS

2MS

2FS

1CS



Lesson 4 36

4. Translate the following sentences. Identify and parse the verb(s) (i.e., give theperson , gender , number , and root ) in each sentence. (* is placed by versesthat have been altered. PN is placed beside the first occurrence of proper nameother than Y HWH .)

Gen 37:11* (a

I Kgs 11:11* (b

Gen 15:18* (c

Ps 93:1* (d

Ps 18:22* (e

Ezek 16:43* (f

I Kgs 20:15* (g

Lam 1:9 (h

II Chr 24:22 (i PN

I Kgs 3:28* (j

I Sam 2:21 (k PN

Ps 65:10 (l

Ruth 1:6* (m



Lesson 5

Lesson Summary:

• Plural and Dual Nouns: • Qal Perfect Conjugation – Plural:

• Qal Perfect Conjugation of

Plural nouns

5.1 Masculine and Feminine Plural and Dual Nouns

Singular nouns were introduced in Lesson 4. In this lesson theplural and dual (= two) noun forms are introduced.

Singular Plural Dual

Masculine (no marking) Feminine

Dual nouns

Qal Perfect Conjugation

plural

• There are some frequently occurring irregular nouns that do notfollow this paradigm. These irregular forms must bememorized (paradigms of the most common irregular nounsare in 6.2).

‘fathers’ ( S )

‘women’ ( S )

• The use of dual is largely confined to things that occur naturallyin pairs (eyes, feet, hands, etc.). Remember that paired body

parts are feminine (see 4.1).

‘hands’ ( FS ( ‘ears’ ( FS )

‘eyes’ ( FS ( ‘feet’ ( FS )

#‘sandals’ ( FS )

5.2 Qal Perfect Conjugation - Plural

In Lesson 4 the singular inflectional suffixes of the Qal Perfectwere introduced. Here the plural inflectional suffixes are added.



Lesson 5 39

3MS

3FS

2MS

2FS

1CS

—

→

→

→

→

→

‘he attended’

‘she attended’

‘you attended’

‘you attended’

‘I attended’

3CP

2MP

2FP

1CP

—— — —

→

→

→

→

‘they attended’

‘you attended’

‘you attended’

‘we attended’

Qal Perfect

Conjugationof

5.3 Qal Perfect Conjugation of

The verb (‘be’) is both frequent and irregular. Here is the QalPerfect paradigm of the verb.

3MS ‘he was’

3FS ‘she was’3CP ‘they were’

2MS ‘you were’ 2 MP #‘you were’

2FS ‘you were’ 2 FP #(not attested)

1CS ‘I was’ 1 CP ‘we were’

5.4 Vocabulary #5

#

F ear

CONJ that, which, who

M nation, people

Q seek

Q become, be

M mountain, hill country; with

article PN Judah

PN Jerusalem

Q capture

PREP before

M water

PN Egypt

PREP unto, as far as; until

F eye

PREP upon, over

Q draw near, approach

M head ; P F foot

F spirit, wind



Lesson 5 41

3MS

3FS

2MS

2FS

1CS

3CP

2MP

2FP

1CP

3MS

3FS

2MS

2FS

1CS

3CP

2MP

2FP

1CP

3. Translate the following sentences. Identify and parse the verb(s) (i.e., give theperson , gender , number , and root ) in each sentence. ( GL is placed beside non-vocabulary words to alert you to check the glossary for their meanings.)

Gen 21:1 (a PN

II Sam 5:5 (b GL GL

Isa 9:12* (c

II Chr 14:6* (d 6

Gen 1:2 (e GL GL

Ps 34:5 (f

Jer 31:9 (g

I Chr 10:14 (h

Ezek 12:23 (i



Lesson 5 42

Deut 16:12 (j

Zeph 3:2* (k 6

Exod 1:5 (l PN

4. Compose five sentences in Hebrew. Each should have a subject, verb, and objectin them. Three should have plural verbs and three should have dual or pluralnouns.

a. ____________________________________________________________

b. ____________________________________________________________

c. ____________________________________________________________

d. ____________________________________________________________

e. ____________________________________________________________



Lesson 6

Lesson Summary:

• Construct Relationship:

• Chart of Frequent Irregular Nouns:

Construct relationship

6.1 The Construct Relationship

Biblical Hebrew does not have any equivalent to the English preposition ‘of’. Instead, similar ‘ of -relationships’ are expressed by joining words together in the construct relationship . (Thesemantics of this relationship are discussed further in Lesson 28.)

The typical construct relationship (often called ) consists of two elements: a noun in the construct state ( ‘supported’)followed by one in the absolute state ( ‘supporting’).

‘the word of the king’the king (the) word of

ABSOLUTE CONSTRUCT

Only the masculine plural and feminine singular nouns havedistinctive construct morphology (i.e., there are different inflectionalaffixes for MP and FS nouns in construct and nouns not in construct).

However, the vocalization of a noun in construct often differs fromits vocalization when not in construct—even in the MS and FP.


MasculineAbsolute

Construct

FeminineAbsolute $ $

Construct



Lesson 6 44

Description of the construct relationship :

• Two nouns in a construct relationship are treated as acompound: the two words are considered to be one prosodic

phrase and the major ‘phrase stress’ is on the absolute noun.

This phenomenon is similar to the stress change in Englishcompounds: a whíte hoúse versus the Whítehouse . As notedabove, the lack of major stress on the construct noun oftenaffects its vocalization.

ABSOLUTE ‘word’

CONSTRUCT ‘the word of Y HWH ’ (Ezek 1:3)

Note: A construct noun is often attached to an absolute nounwith a maqqef ( ); this is a graphic signal that the two words arestressed as a single unit.

• A noun in construct cannot have a definite article. However, if the absolute noun is definite (e.g., it is a proper noun or hasthe article), then the construct noun ‘inherits’ thisdefiniteness.

‘the prophets of Y HWH ’ (PN) (1 Kgs 18:4)

‘the gold of the land’ (article) (Gen 2:12)

• The meanings expressed by the construct relationship aresimilar to English ‘of’ (see Lesson 28 for further discussion).

‘the word of Y HWH ’ = ‘Y HWH ’S word’ (Ezek 1:3)

‘the fear of Y HWH ’ (Prov 1:7)

‘and the garments of holiness’= ‘the holy garments’ (Exod 29:29)

• A construct relationship can have more than one construct nounall related to one absolute noun.

‘all of the days of Adam’ (Gen 5:5)

• A construct relationship can also have a single construct noun



Lesson 6 45

Irregular nouns

related to coordinated absolute nouns (often however, theconstruct noun is repeated in two coordinated constructs).

, ‘in the eyes of God and (in the eyes of) man’ (Prov 3:4)

,‘the God of heaven and the God of earth’ (Gen 24:3)

6.2 Chart of Frequent Irregular Nouns

Some irregular noun forms occur frequently. You should familiarizeyourself with these forms.

Singular Absolute

Singular Construct

PluralAbsolute

PluralConstruct

‘father’ M $‘brother’ M $‘sister’ F $ * $‘man’ M $‘woman’ F ‘house’ M ‘son’ M ‘daughter’ F ‘day’ M ‘city’ F ‘head’ M



Lesson 6 47

2. Translate the following construct phrases.Lev 10:6 (a

I Kgs 12:23 (b

Isa 14:9 (c

Ps 102:16 (d

II Chron 30:16 (e ,

Ezek 6:13 (f

I Sam 18:6 (g

Josh 21:19 (h $ $

Ezek 21:24 (i

3. Translate the following sentences. Identify and parse the verb(s) (i.e., give theperson , gender , number , and root ) in each sentence.

Gen 24:52* (a $

Gen 18:22* (b

I Sam 7:16* (c

Jer 7:28* (d ,



Lesson 6 48

Josh 11:21* (e 8PN$ PN

Isa 8:18* (f

Exod 5:1* (g ,

Jer. 7:3 (h ,

4. From the nouns in your cumulative vocabulary create five sentences with at leastone construct phrase each.

a) ____________________________________________________________

b) ____________________________________________________________

c) ____________________________________________________________

d) ____________________________________________________________

e) ____________________________________________________________



Lesson 7

Lesson Summary:• Suffixed Pronouns:

• Segolate Nouns:

• Modal use of the Perfect Conjugation: )

Suffixed pronouns

7.1 Suffixed Pronouns

English uses different pronominal forms based on the pronoun’s rolein a sentence: e.g., he/she for subject (Nominative case), his/hers for

possession (Genitive case), and him/her for object (Accusative case).

In Biblical Hebrew the independent pronouns (2.4) only function assubjects. A set of suffixed pronouns fills the roles of possession/Genitive and object/Accusative.

About pronouns suffixed to nouns :

• Suffixed pronouns express possession on nouns.

+← ‘my word’me word of

(1CS) (MS CST)

+← ‘his teaching’him teaching of

(3MS) (FS CST )

Note: When pronominal suffixes are added to FS nouns, theconstruct form (i.e., the form ending with a ) is used.

• Suffixed pronouns serve to make a noun definite; nouns with

pronominal suffixes cannot also have the article.

Either ‘his teaching’ or ‘the teaching’

BUT NOT BOTH

• Nouns with suffixed pronouns are stressed either on the lastsyllable (i.e., on the suffix itself) or the next to last syllable(i.e., on the ‘linking vowel’ that connects the noun to thesuffix).



Lesson 7 50

‘my horse’ (stressed on the last syllable)

‘our horse’ (stressed on the linking vowel)

1) Suffixed pronouns on singular nounsSuffixed

pronounon

singular nouns

Added to Masculine Added to Feminine

3MS ( , (

3FS

2MS

2FS

1CS

3MP

3FP

2MP 2FP 1CP

→ ‘his word’

‘his friend’

→ ‘her word’

→ ‘your word’

→ ‘your word’

→ ‘my word’

→ ‘their word’


→ ‘your word’

→ ‘your word’

→ ‘our word’

→ ‘his law’

→ ‘her law’

→ ‘your law’

→ ‘your law’

→ ‘my law’

→ ‘their law’

→ ‘their law’

→ ‘your law’

→ ‘your law’

→ ‘our law’

Suffixed pronoun

on plural nouns

2) Suffixed pronouns on plural nouns

Added to Masculine Added to Feminine3MS

3FS 2MS 2FS 1CS

3MP 3FP

2MP 2FP 1CP

→ ‘his words’

→ ‘her words’

→ ‘your words’


→ ‘my words’

→ ‘their words’

→

‘their words’



→ ‘our words’

→ ‘his laws’

→ ‘her laws’

→ ‘your laws’

→ ‘your laws’

→ ‘my laws’

→ ‘their laws’

→

‘their laws’

→ ‘your laws’

→ ‘your laws’

→ ‘our laws’



Lesson 7 53

Modal use of the Perfect Conjugation

• Segolate nouns use a two-syllable pattern in the plural.

SINGULAR ‘king’ *← PLURAL ‘kings’ *← (like )

7.3 Modal Use of the Perfect Conjugation

The Perfect Conjugation was described in Lesson 4 as expressing perfective aspect. The Perfect is also used to express modality ,which indicates the role that the speaker wants a statement to play inthe context (e.g., a condition, an outcome, a command, aninstruction).

• The modal use of the Perfect is distinguished from theindicative by its word order: the Perfect functioning modallywill have a verb-subject word order (see Lesson 27 for adiscussion of Biblical Hebrew word order).

(subject-verb)‘(and) his father kept the word’ (Gen 37:11)

; ' (verb-subject)‘(so) Y HWH your God shall keep for you the covenant’ (Deut7:12)

Note: Often the subject is not explicit in BH clauses; in suchcases, it is impossible to identify whether a perfect is usedmodally or not based on the word order. However, because mostmodal Perfects are prefixed with the vav conjunction, the

presence of the conjunction is a good introductory way todistinguish the modal from the indicative use of the verb.

• The most common modal function of the Perfect is to mark (semantically) subordinate clauses. These are equivalent toEnglish clauses beginning with ‘if/when/so that/in order that/

because’, i.e., conditional, purpose, result, or causal clauses.

‘For I have chosen him so that he might command his sons andhis household after him so that they might keep the way of Y HWH ( ' ) to practice righteousness and justice so thatYHWH might bring about for Abraham that which he promised.’(Gen 18:19)



Lesson 7 54

‘If he leaves his father then he shall die’ ( )(Gen 44:22)

Note: The Perfect often appears in both the subordinate clauseand the governing clause in constructions like the conditional

clause above.

• Another common modal function of the Perfect is to mark instructions and commands.

‘(and) he should stand and say ( ) “I do not wish tomarry her”’ (Deut 25:8)

‘(and) you must keep the commandment’ (Deut 7:11)

7.4 Vocabulary #7

' , ],-[

Q love

M tent

Q eat

PREP with [w/suffixes]

M garment

M cattle, ox, herd

ADV also, even

Q walk, go

Q slaughter

M kindness, loyalty

', ,] B[' 4

' '

M statute [w/suffixes]

PN Jacob

M bread, food

M night

M strength ; ADV exceedingly

F commandment ; P Q abandon, forsake

M/F sheep, flock

M gate



Lesson 7 56

Deut 7:11 (e B

Gen 37:4 (f 4 '

Deut 6:5 (g ' ;

Deut 12:21* (h '

Deut 11:1* (i ' B ; '

Josh 24:26* (j BGL GL ;

3. From the nouns in your cumulative vocabulary create five sentences with at leastone noun + suffixed pronoun each.

a) ____________________________________________________________

b) ____________________________________________________________

c) ____________________________________________________________

d) ____________________________________________________________

e) ____________________________________________________________



Lesson 8

Lesson Summary:

• Qal Imperfect Conjugation:

• Past Narrative Conjugation:

• Qal Imperfect Conjugation of:

•

Imperfect Conjugation

8.1 Qal Imperfect Conjugation

The Perfect and Imperfect were introduced in Lesson 4 as the mai

conjugations in Biblical Hebrew. The Perfect was described as perfective aspect, and a paradigm was given in Lessons 4 and 5. ThImperfect Conjugation was described as expressing imperfectivaspect. In most instances, an English present or future verb will bused to translate the Imperfect.

The Imperfect is the main conjugation built on the Prefix PatternHowever, other conjugations such a the Imperative and the Jussivare also based on the Prefix Pattern (see Lesson 13). The complet paradigm for the Qal Imperfect is given below.

3MS ‘he will attend’ 3MP ‘they will attend’3FS ‘she will attend’ 3FP ‘they will attend’2MS ‘you will attend’ 2MP ‘you will attend’2FS ‘you will attend’ 2FP ‘you will attend’1CS ‘I will attend’ 1CP ‘we will attend’

Past NarrativeConjugation

8.2 Past Narrative ConjugationLanguages typically use a past tense or perfective aspect verb formfor narrating past events (e.g., English Simple Past). Somelanguages, however, may devote a particular verb form entirely toliterary narrative (e.g., French Passé Simple). In Biblical Hebrew aarchaic past tense verb predominates and is mostly restricted to pasnarrative passages.



Lesson 8 58

Qal Imperfect

Conjug. of

‘He ate, he drank, he rose, he went’ (Gen 25:34*)

ThePast Narrative Conjugation , like the Imperfect, is built on thePrefix Pattern. In the majority of cases the only distinguishingfeature between these two conjugations is that the Past Narrativform almost always has a uniquely vocalizedvav conjunction prefixed to it: •(forms without the •exist primarily in poetic texts).

‘he will visit’ (Imperfect)‘he visited’ (Past)

8.3 Qal Imperfect Conjugation of

The verb (‘be’) is both frequent and irregular. Here is the paradigm of the Qal Imperfect Conjugation of the verb.

3MS ‘he will be’ 3MP ‘they will be’3FS ‘she will be’ 3FP ‘they will be’2MS ‘you will be’ 2MP ‘you will be’2FS ‘you will be’ 2FP ‘you will be’1CS

‘I will be’ 1CP

‘we will be’

The Verb Form

8.4 The 3MS Past Narrative form of – is extremely frequent.There are two distinct functions of this form in narrative.

• Often, it functions just like other Past Narrative forms with themeaning of ‘was’, ‘become’, or ‘come’.

‘YHWH was with Joseph and he became a successful man’ (Gen39:2)

‘The word of YHWHcame (lit. was) to Samuel’ (1 Sam 15:10)



Lesson 9

Lesson Summary:

• Adjectives:

• Demonstrative Pronouns: Near – Far –

Adjectives

9.1 Adjectives

Adjectives modify nouns by specifying attributes of the noun.

‘a righteous nation’ (Isa 26:2)

Biblical Hebrew has relatively few pure adjectives. The constructrelationship is used more often to modify nouns.

‘in the place of holiness’= ‘the holy place’ ( construct ) (Lev 10:17)

‘in a holy place’ ( adjective ) (Lev 7:6)

Adjectives have the following characteristics:

• Adjectives are declined with the same endings as nouns, exceptthat they do not have dual endings.

Singular Plural

MasculineAbsolute ( ABS ) Construct ( CST)

FeminineAbsolute ( ABS ) Construct ( CST)

• Adjectives must agree with the modified noun in both gender and number (dual nouns are modified by plural adjectives).

‘a righteous man’ (Gen 6:9)

"‘evil men’ (2 Sam 4:11)

‘a weak (pair of) hands’ (Job 4:3)



Lesson 9 64

‘this nation’ ( attributive )

‘this (is) the word’ ( predicative )

Demonstrative pronouns may be used substantivally, i.e., as a noun.

‘send this one ( F) away ’ (2 Sam 13.17*)

The two major groups of demonstrative pronouns are near and far.The far demonstratives are the same as the 3 rd person personal

pronouns.

Singular Plural

NearM this M

F this F these

FarM that M those F that F those

9.5 Vocabulary #9

ADV NEG not (w/commands)

PREP between

ADJ great

F animal

ADJ wise

ADJ good, pleasant

ADJ heavy

INTER who?

Q give, place, set

ADJ righteous

, ,

ADJ (M, F) small

Q call, proclaim, read

ADJ (M, F) bad, evil

M famine, hunger

ADJ wicked

M field ; P Q lie (down)

Q send

M name ; P



Lesson 9 65

Exercises

1. Construct the following adjectival phrases in Hebrew. Identify the adjective asattributive, predicative, or substantival.

a) I ( M) am a good man

b) He is the righteous man

c) the people are wicked

d) the famine is heavy

e) they ( FP) are great cities

f) the king is great

g) the house is small

h) she is the smallest/youngest sister

i) you ( MP) are the righteous ones

j) Y HWH is great

2. Identify the adjectives in the following as attributive, predicative, or

substantival, and translate the verse.

Gen 13.13 (a PN

Gen 37:20 (b

Gen 29:16 (c PN PN PN

" Exod 9:27 (d

Exod 17:12 (e

" I Sam 9:10 (f



Lesson 9 66

I Sam 25:2 (g

"I Sam 25:15 (h

I Kgs 2:9 (i

I Kgs 3:7 (j

II Kgs 2:23* (k

" II Kgs 5:2* (l

3. Construct the following demonstrative phrases in Hebrew. Identify thedemonstratives as attributive or predicative.

a) this is the house

b) these men

c) these cities

d) that son

e) that is the city

f) those are the nations

g) those are the women

h) this is the daughter

i) this law

j) these are the mountains



Lesson 10

Lesson Summary:

• Qal Active Participle:

• Qal Passive Participle:

Participles

10.2 Qal Active Participle

Participles are a part of the Biblical Hebrew verbal system. Unlikethe Perfect, Past Narrative, and Imperfect verbs, however, Participlesare only marked for gender and number (not person).

Like the Perfect and Imperfect Verbs, Participles express aspect (as

opposed to tense); in particular, the Participle expresses progressiveaspect.

Semantically, therefore, the Participle in Biblical Hebrew is similar to the English Participle in a statement like the water is running .(Note that Biblical Hebrew does not require a copula ‘is’ in such aconstruction.)

Biblical Hebrew Participles are declined like adjectives. The Qal

Active Participle is declined as follows:

Singular Plural

MasculineABS CST

FeminineABS / CST /

Predicativeand

Substantival Participles

Participles may be used predicatively or substantivally :• Predicatively : the Participle functions as the main verb in a

clause, conveying the progressive aspect (the tense is derivedfrom the context).

‘(and) Samuel (was) lying in the temple of Y HWH ’ (1 Sam 3:3)



Lesson 10 69

Passive Participle

• Participles are often introduced by the article . In these cases,the functions as a relative word, and the participle is themain verb within a relative clause that modifies a noun.

‘the man who lies with the woman’ (Deut 22:22)

The , though, is not always present to introduce the relative:

‘so you should give your servant a heart that listens’ (1 Kgs 3:9)

• Substantivally : some participles are regularly used as “stand-alone agentive nouns; their meaning is derived from the actionor function that the agents regularly perform/fulfill.

‘the judges of Israel’ (Num 25:5)

10.3 Qal Passive Participle

The Qal binyan has a passive counterpart to its active Participle. It,too, is declined like an adjective.

Singular Plural

MasculineABS CST

FeminineABS CST

Predicative Passive

Participle

Most occurrences of the Qal passive Participle are predicative. The passive Participle functions as the main verb in a clause with a senselike the English Past Participle in similar passive constructions, suchas you are blessed . The tense is derived from the context.

‘because you have done this, you (are) cursed’ (Gen 3:14)

Note: Like the active participle, the passive participle may be themain verb within a relative clause, with or without a :

(Jer 27:5*)‘I made the earth with my arm that (was) stretched out’



Lesson 10 70

10.4 Vocabulary #10

.

,

F ground, land

F truth, faithfulness

Q gather, removeM well, pit, cistern

Q trust

M palace, temple

Q kill, slay

ADJ old; VB Q be old

M wilderness

,

INTER what? how?

ADJ full ; Q be full, fill

M appearance, visionADV , PREP in front of, in sight of,

opposite to

CONJ lest

M holiness, sacredness

Q inquire, ask

M, F seven

Q forget

Exercises

1. Construct the following verbless clauses in Hebrew.

a) I ( MS) am old

b) We ( MP) are wise

c) You ( FS) are heavy

d) They ( FP) are righteous

e) She is good

f) You ( MS) are full

g) You ( FP) are small

h) He is bad

i) You ( MP) are big

j) They ( MP) are wicked



Lesson 10 71

2. Construct the following participial clauses in Hebrew.

a) I ( MS) am gathering

b) We ( MP) are trusting

c) You ( MS) are killing

d) They ( FP) are forgetting

e) She is asking

f) They ( MP) are sending

g) He is walking

h) You ( FP) are lying down

i) You ( MP) are giving

j) You ( FS) are writing

3. Identify the independent pronouns and participles in the following and translatethe verse.

Gen 28:13 * (a . .

Gen 31:6 (b GL GL .

Gen 45:8 (c GL GL GL

Josh 13:1 * (d

I Sam 8:5 (e

. II Kgs 19:10 (f



Lesson 10 73

Ezek 34.29 (k GL 9 .

> Ps 21:8 (l

4. From the items in your cumulative vocabulary create five sentences with at leastone participle each.

a) ____________________________________________________________

b) ____________________________________________________________

c) ____________________________________________________________

d) ____________________________________________________________

e) ____________________________________________________________



Lesson 11

Binyanim

Binyanim Chart

Lesson Summary:

• Introduction to the Binyanim

• Piel and Hifil Perfect Conjugations:

11.1 Introduction to the Binyanim

Lesson 4 (4.2) introduced the fact that verb forms in BiblicalHebrew indicate binyan (e.g., Qal), conjugation (e.g., Perfectconjugation), and person , gender , and number (e.g., 3 MS).

The Qal Perfect conjugation was introduced in Lessons 4 and 5. Inthis lesson the binyan system of the Biblical Hebrew verb is

discussed and the Perfect conjugation of the Piel and Hifil binyanimare introduced.

Just as inflectional affixes mark a verb’s conjugation (e.g., Perfect),there are binyan affixes which indicate a verb’s binyan . Thesebinyan affixes indicate a verb’s “valency”—whether it is active,

passive, reflexive, or causative.

Simple Factitive/Resultative Causative

Active Qal ‘Abram was holy’Piel ‘Abram consecrated Sarai’

(Abram made Sarai to be holy)

Hifil ‘Abram caused Sarai totreat X as holy’

Passive Nifal ‘Abram wasconsecrated’

Pual ‘Abram was made to be holy’

Hofal * ‘Abram was caused to

treat X as holy’Reflexive Nifal

‘Abram showed himself to be holy’

Hitpael ‘Abram consecrated himself’(‘Abram made himself holy’)

*the Hofal of this root isnot attested in theHebrew Bible

Note: Factitive/resultative refers to causing a change of state, whereascausative refers to causing action. Translating the former with a form of ‘make’ and the latter with a form of ‘cause’ may be helpful.

The verb , which is used in the lesson paradigms, is one of thefew verb roots that occurs in every binyan in the Hebrew Bible. Therelationships among the binyanim are illustrated by translations of this verb in each binyan .



Lesson 11 75

Piel and Hifil Perfect

‘he visited, attended to’

‘he was visited’

‘he mustered’ (i.e., ‘he made him attend to’)

‘he mustered (himself)’

‘he was mustered’ (i.e., ‘he was made to be attended to’)

‘he caused him to be overseer/attend to’

‘he was caused to be overseer/attend to’

The system of binyanim is not usually as “neat” as or maymake it appear. Rarely do individual verb roots appear in all or evenmost binyanim and the relationships among the meanings for a rootare not always transparent or predictable.

In fact, some verb roots, such as (Piel ‘he spoke’) and (Hifil ‘he threw/cast’), do not occur in Qal nor exhibit the standardmeaning for their binyan (factitive/resultative and causative,respectively). Therefore, it is important to memorize the particular meaning of a verb root in each individual binyan in which it occurs.

11.2 Piel and Hifil Perfect Conjugations

Besides the Qal, the Piel and Hifil are the most frequently usedbinyanim in the Hebrew Bible.

Note: the endings of the Perfect conjugation are the same in all binyanim .

Q AL P IEL H IFIL

3MS 3FS 2MS 2FS 1CS 3CP 2MP 2FP 1CP

‘attend to’ ‘muster’ ‘make oversee’



Lesson 11 76

The Piel Perfect conjugation is characterized by:

• i-class vowel under R 1 (i.e., the first root letter).

• doubled R 2 (i.e., the second root letter).

Note: we will begin using R to indicate a verbal root consonant, and thesubscripts 1 2 3 to indicate the position of the consonant within thetriconsonantal root.

The Hifil Perfect conjugation is characterized by:

• a (or with an i-class vowel) prefix.

11.3 Vocabulary #11

Q perish ; PI, HI destroy

PI seek

Q be great ; PI make great,

grow/raise

PI speak

INTJ behold, see!

M gold

Q sin

Q know

Q sit, dwell

Q be heavy ; PI, HI make

heavy, honor

, (

PN Canaan, Canaanite

M silver, money

Q find

Q do, make, act

Q be holy ; PI consecrate

M official, captain, prince ; P

HI wake early

HI throw, cast

HI annihilate

M heavens

PREP under, beneath



Lesson 11 77

Exercises

1. Based on the Qal meaning, translate the following verb forms: e.g., (Nifal) ‘he was guarded’

e) Hifil)

f ) Pual)

g) Piel)

h) Piel)

a) Nifal)

b) Hifil)

c) Hofal)

d) Hitpael)

2. Write out the Piel Perfect paradigm for the following verbs. Include theappropriate personal pronouns with each form.

3MS

3FS

2MS

2FS

1CS

3CP

2MP

2FP

1CP

3MS

3FS

2MS

2FS

1CS

3CP

2MP

2FP

1CP



Lesson 11 78

3. Write out the Hifil Perfect paradigm for the following verbs.

3MS

3FS

2MS

2FS

1CS

3CP

2MP

2FP

1CP

3MS

3FS

2MS

2FS

1CS

3CP

2MP

2FP

1CP

4. Translate the following. Identify and parse the verb in each sentence.

( (Exod 1:17 (a

Isa 1:2 (b

I Sam 15:2 (c PN

II Kgs 21:9* (d ( GL

Josh 4:14* (e

9 ( ( Josh 10:11 (f



Lesson 11 79

Dan 9:6 (g ( ( 9 9 (

I Sam 13:14* (h

9 Isa 1:12 (i

Deut 4:29* (j 9 =

Deut 12:3 (k

Josh 7:9* (l 9 9 (

9 I Sam 6:6 (m

5. From the items in your cumulative vocabulary create five sentences with at leastone Piel or Hifil perfect verb each.

a) ____________________________________________________________

b) ____________________________________________________________

c) ____________________________________________________________

d) ____________________________________________________________

e) ____________________________________________________________



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Lesson 17

Lesson Summary:

• Introduction to Guttural Verbs

• I-Guttural Verbs:

• II-Guttural Verbs:

• III-Guttural Verbs:

Guttural Verbs

I-Guttural Verbs

17.1 Introduction to Guttural Verbs

You should remember from Lesson 2 (2.5) that the gutturalconsonants ( ,, and ) have three main characteristics.

• Characteristic #1 : Gutturals (and ) cannot be lengthened (i.e.,they cannot have a dagesh chazaq ).

• Characteristic #2 : Gutturals prefer a-class vowels (placed both before and after).

• Characteristic #3 : Gutturals usually have a compound sheva

instead of a simple sheva .

In this lesson, we will study how these three characteristics affectverbs that have guttural consonants for their first (I-Guttural),second (II-Guttural), or third (III-Guttural) radicals.

17.2 I-Guttural Verbs

• #1: Nifal Imperfect has a (tsere ) prefix vowel instead of thenormal (chiriq ) to ‘compensate’ for the fact that theguttural consonant cannot take a dagesh chazaq .

instead of * (compare to )

• #2: Qal Imperfect Dynamic verbs have a ( patach ) prefixvowel instead of (chiriq ). Qal Imperfect Stative verbshave a ( segol ) prefix vowel instead of (chiriq ).



Lesson 17 114

instead of * (compare )


Note: Both dynamic and stative 1CS

Qal Impf. Have ( segol ) asthe prefix vowel: and

• #3: Qal Imperative and Infinite Construct will have (chatef patach ) under the first radical.


Note: In I-Guttural verbs, the chatef vowel will always be thesame class as that of the preceding vowel (where there is one).

(Hifil 3 MS Perfect and Imperfect)

Note: The chatef vowel may change to a full vowel if the vowelin the following syllable is reduced to a sheva .

(Qal 3 MS Imperfect) BUT (Qal 3 MP Imperfect)

I-Guttural: Representative FormsQAL

DYNAMIC S TATIVE N IFAL PI , PU, HITP H IFIL HOFAL

PERF IMPF PAST IMPV I NF CST I NF ABS PTCP

R

E

G

U

L

A

R

& & & & & &

II-Guttural Verbs

17.3 II-Guttural Verbs

• #1: The Piel, Pual, and Hitpael binyanim do not have their characteristic dagesh chazaq in R 2. The preceding vowelmay lengthen.Before the vowel always lengthens:




Lesson 17 115

Before the vowel usually lengthens:

instead of *

Before , , or the vowel usually does not lengthen:

instead of *

• #2: Qal Imperfect and Imperative have an a-class themevowel with both stative and dynamic roots.

Stative : (expected)Dynamic: instead of * (compare )

• #3: R 2 has a compound sheva instead of a simple sheva whenthe verb ends in a vocalic inflectional suffix in allbinyanim except for the Hifil .

instead of * (compare ) instead of * (compare )

Note: does not always require a compound sheva :

II-Guttural: Representative Forms

(two different roots appear in this paradigm since none appears in all binyanim )QAL N IFAL PIEL PUAL H ITPAEL

PERF IMPF PAST IMPV I NF CST

I NF ABS PTCP

III-Guttural Verbs

Note: The Hifil and Hofal binyanim are regular.

17.4 III-Guttural Verbs

• #1: There is often no effect on III-Guttural verbs



Lesson 17 117

17.5 Vocabulary #17

9

Q support ; HI believe

M guilt, guilt offering

Q chooseQ be strong ; PI strengthen ; HI

seize, grasp

Q think, devise ; NI be reckoned

F dove; PN Jonah

M deliverance, rescue, salvation

9

Q subdue, dominate

M meeting, appointed time

F chariot Q PI commit adultery

NI be sorry, regret, comforted; PI

comfort, console

F congregation

M opening

Q slaughter

Exercises

1. Parse the following Guttural verbs.

f )

g) &

h)

i)

j)

a)

b)

c)

d)

e)

2. Translate the following verses. Identify and parse the verbs in each sentence.

Gen 50:20* (a

Exod 10:20 (b



Lesson 17 118

I Kgs 22:35 (c &

Gen 24:67* (d

Exod 17:9 (e 3

Lev 7:2 (f

Josh 18:1 (g PN

Isa 40:1 (h

Deut 5:18 (i

Gen 9:1 (j

Gen 8:8 (k

Gen 26:29* (l

Gen 18:10 (m

Exod 5:2 (n



Lesson 17 119

I Kgs 1:11 (o PN PNPN PN PN

Isa 17:10 (p



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Lesson 19

Lesson Summary:

• I-Alef Weak Verbs:

• III-Alef Weak Verbs:

I-Alef Weak Verbs

Quiescent Alef

19.1 I-Alef Weak VerbsThe majority of verbs that begin with are classified as I-Gutturalweak verbs, and follow the I-Guttural pattern outlined in Lesson 17.

Qal 3 MS Imperfect (dynamic) Gl is

Qal 3 MS Imperfect (stative) is

However, there are five verbs that are classified as I-Alef weak verbs because they have a unique vocalization in the Qal Imperfect andPast Narrative conjugations. In all the other conjugations andbinyanim these roots behave exactly as I-Gutturals.

The five I-Alef roots can be remembered by a mnemonic device:

‘he said’

‘he was willing’ Mnemonic : ‘He said: I am willing ‘he ate’ to eat what I bake

‘he perished’ even if I perish!’

‘he baked’

In the Qal Imperfect and Past Narrative conjugations the initial inthese five roots becomes quiescent ; in other words, it loses itsconsonantal status. The following changes take place in these verbforms:

• An R 2 BeGaD KeFaT lacks a dagesh qal .

(compare )

• The prefix vowel becomes a .

(compare )



Lesson 19 128

• The theme vowel (the vowel between R 2 and R 3) becomes .

(compare )

Note: The theme vowel also appears as in pausal forms, as in

, and as in the Past Narrative of as .

• Often the R 1 is not written in the 1 CS form.

instead of *

19.2 III-Alef Weak Verbs

A similar phenomenon takes place in III-Alef verbs as in I-Alef: the becomes quiescent . When the becomes quiescent it cannot close

a syllable.

instead of *

• The quiescent cannot be vocalized with a sheva .

• a BeGaD KeFaT letter following the quiescent never has adagesh qal .

• The vowel preceding the quiescent lengthens.

Here are the other characteristics to note about the III-Alef verbs.

• appears before in the 3 FP/2FP Imperfect in all binyanim .

Qal Nifal Piel Pual Hitpael Hifil Hofal

• Only Qal Perfect shows a distinction in vowel pattern betweendynamic and stative.

Perfect (dynamic) versus (stative)

Imperfect (dynamic) like (stative)



Lesson 19 131

Exod 16:23 (c ( (

Lev 6:11 (d ( (

Num 16:33 (e

Deut 8:20 (f ( (

Deut 29:19 (g

Gen 18:3 (h (

Gen 20:17 (i (

Gen 26:27 (j

Exod 32:30 (k ( (

Lev 19:17 (l

Judg 4:19 (m



Lesson 20 134

I-Nun: Representative Forms

QAL N IFAL PI, P U, H IT H IFIL HOFAL

PERF IMPF PAST IMPV I NF

CST

I NF

ABS

PTCP

R

E

G

U

L

A

R

and 20.2 and The verb follows the I-Nun pattern:

1) The assimilates (just like a would) to the .Qal 3 MS Imperfect Qal 3 FS Imperfect

In addition, the undergoes aphaeresis in the imperative andinfinitive construct forms.

Qal 2 MS Imperative Qal Infinitive Construct

However, the does not assimilate in the Nifal. Nifal 3 MS Perfect

2) The verb is not only a I-Nun verb, it also has a as thefinal consonant of the root. When inflectional endings areadded and the final in does not have a full vowel, itassimilates to the following consonant (just like the initialdoes in the same environment). Note that this does not happenin other roots that end in .

Qal 2 MS Perfect (from * )

Qal 2 FS Perfect (from * )

Qal 1 CS Perfect (from * )

Qal Infinitive Construct (with suffixes, - , from * )



Lesson 20 136

Gen 3:11 (c

Gen 11:2 (d

Gen 12:9 (e

Gen 12:19 (f

Gen 13:11 (g

Gen 13:15 (h 6 6

Gen 17:3 (i 3

Gen 19:26 (j 6

Gen 22:20 (k PN

PN

Gen 24:23 (l

Gen 32:12 (m

Gen 33:6 (n



Lesson 21 139

There are only six I-Yod-Tsade roots (all with the stative i-a pattern in the Prefix pattern).

HIT ‘he stationed himself’ Q ‘he poured’

HI ‘he set, placed’

Q ‘he formed, fashioned’

HI ‘he spread, lay’ Q ‘it kindled, burned

I-Vav/Yod: Representative Forms

Original I-Vav

QAL N IFAL PI, PU, H IT H IFIL HOFAL

PERF IMPF PAST JUSS IMPV I NF

CST

I NF

ABS

PTCP

R

E

G

U

L

A

R

Original I-Yod

QAL HIFIL

21.2 The verb follows the original I-Vav pattern:

Qal 3 MS Perfect Qal 3 MS Imperfect Qal 3 MS Past Narrative Qal 2 MS Imperative Qal Infinitive Construct Hifil 3 MS Perfect Hifil 3 MS Imperfect



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Lesson 24 153

Exercises

1. Parse the following II-III verbs.

f ) g)

h)

i)

j)

a) b)

c)

d)

e)

2. Translate the following verses. Identify and parse the verbs in each sentence.

Gen 6:1 (aGL

Gen 16:5 (b PN

Gen 37:7 (c GL

Lev 9:24 (d

Deut 3:24 (e GL

Josh 4:1 (f

Josh 4:11 (g



Lesson 24 154

Josh 6:3 (h

Josh 6:11 (i

Judg 2:1 (j

II Sam 12:22 (k

II Kgs 13:23 (l



Lesson 25

Lesson Summary:

• Doubly-Weak Verbs

• Identifying the Roots of Doubly-Weak Verbs

Doubly-Weak Verbs

25.1 Doubly-Weak Verbs

At this point, you have studied all of the major categories of wearoots in Biblical Hebrew. However, many verb roots contain morthan one weak consonant. Thus, such roots are referred to as“doubly-weak.” This is the final category of weak roots that you wistudy. Below are listed some common doubly-weak roots:

I-Alef, III-He I-Nun, III-He

I-Vav/Yod, III-He II-Vav/Yod, III-Alef

I-Vav/Yod, III-Alef II-Vav/Yod, III-He

I-Nun, III-Alef

25.2 Identifying the Roots of Doubly-Weak VerbsAlthough most of these roots are still relatively simple to identifyother roots become more difficult to identify since it is possible thaup to two of their three root consonants may not be apparent, as ithe verb .

The key to correctly identifying and parsing these doubly weakverbs is to use a three step process of elimination.

STEP 1: Identify what parts of the verb form are inflectionalaffixes and what parts are remnants of the root.

: the and are clearly inflectional affixes for the Past Narrativeconjugation; thus is the only remaining consonant from the root othis verb.



Lesson 25 157

25.3 Vocabulary #25

INTER where?, to where?

ADV not, except

Q bind, bind on, bind up ; PI bind,restrain ; PU be bound up

M new moon, month

Q, PI divide, distribute ; NI divide

oneself

Q incline, bend down, camp

Q tear, rend, pluck

'

HI give thanks, praise, confess

Q, HI throw, cast, shoot (arrows)

Q rest ; HI cause to rest, make quiet ; set down ; let remain, leave

HI smite, strike

Q avenge, take vengeance ; NI avenge

oneself ; HO be avenged

Q interpret

F ark

Q hang

Exercises

1. Parse the following Doubly-Weak verbs.

f )

g)

h) '

i) '

j)

a)

b) '

c)

d)

e)'

2. Translate the following verses. Identify and parse the verbs in each sentenceGen 4:15 (a -



Lesson 25 158

Gen 8:4 (b 'GL GL GL ' 4PN

Gen 14:15 (c ' 4 ' 4

Gen 16:8 (d PN ' ' '

Gen 26:17 (e GL PN '

Gen 29:35 (f ' ' 4

Gen 37:21 (g '

Gen 40:22 (h ' 4

Gen 49:8 (i

Isa 12:1 (j

Hos 6:1 (k

Ps 44:9 (l



Lesson 26 163

Ruth 2:8 (c PN ( (

Ruth 3:16 (d (

2. Translate the following verses and identify the syntactic relationships betweenthe constituents—mark each subject (S), verb (V), complement (Comp), and

adjunct (Adt) that you find.

Ruth 1:14 (a (

Ruth 1:6 (b

Ruth 2:10 (c

Ruth 4:10 (d ( PN

3. Translate the following verses and identify the argument structure—mark each predicate (Pred), external argument (EA), and internal argument (IA).

Ruth 1:14 (a (



Lesson 27

Lesson Summary:

• Introduction to Syntax in Biblical Hebrew: Part 2

• Main and Subordinate Clauses

• Biblical Hebrew Word Order

Main and Subordinate

Clauses

Coordination

27.1 Introduction to Syntax in Biblical Hebrew: Part 2

In the last lesson, syntax was introduced as the system of relationships between constituents and a clause was defined as a

subject and a predicate. This lesson will introduce you to two further important aspects of Biblical Hebrew syntax: the relationshipsbetween clauses, and the basic order of constituents within clauses.

27.2 Main and Subordinate Clauses

One way to classify clauses is by how they relate to each other.There are two basic types: main clauses and subordinate clauses. Amain clause is one that can stand on its own; that is, it is not

grammatically controlled by another clause. In contrast, asubordinate clause is one that is grammatical controlled by another clause.

Related to this classification is the distinction between the two waysthat clauses relate to each other: coordination and subordination .

Coordination is the linking of two or more clauses that are of equal syntactic status , i.e. there is no syntactic hierarchical relationship between the two or more clauses.

... ‘(and) Jonah rose . . . and went down (to) Joppa and found a ship. . . and gave its fare and went down in it’ (Jon 1:3)

Coordination in Biblical Hebrew is most often marked withcoordinating conjunctions: ‘and’, ‘or’, ‘but’, ‘but’.(See 3.6 for further discussion of and why it is not always



Lesson 27 167

Word Order

BH =Subj-Pred

(in indicativeclauses)

Inversion = X-Pred-Subj

Note: Biblical Hebrew, in contrast to English as well as Indo-European languages in general, has a few coordinatingconjunctions, but very few subordinating conjunctions. As aresult, often times clauses which are syntactically coordinate inBiblical Hebrew may in fact be semantically subordinate. Anaccurate translation from Biblical Hebrew to English will reflectthis semantic subordination despite the syntactical coordinationof the clauses. Consider the following segments from parallelmaterial in Kings and Chronicles.

‘Go up and (= so that , or because ) I will place them in your hand’ (1 Chr. 14:10)

( ‘Go up because I will surely place the Philistines in your hand’

(2 Sam. 5:19)

27.3 Biblical Hebrew Word Order

Like English, Hebrew is primarily a Subject-Predicate word order language. This means that in normal (“without emphasis”)indicative clauses, the subject precedes the predicate (regardless of whether the predicate is a verb, adjective, etc.). For instance:

‘YHWH cast a great wind upon the sea’ (Jon 1:4)

However, you will have noticed by now that many clauses inBiblical Hebrew are not Subject-Predicate in order.

( ‘because the men knew that he was fleeing from Y HWH (Jon1:10)

As illustrated in Jonah 1:10, whenever a grammatical word like ‘because, that’ stands at the front of the clause, the word order of theremaining clause is inverted , i.e., it becomes predicate-subject.

The words, like , that trigger this inversion include the relatives and , the interrogatives , 1 , , etc., negatives ,( , and

most other grammatical words, e.g., , , , 1 .



Lesson 27 169

Participles&

Verbless =Subj-Pred

In Jonah 3:9, the Predicate-Subject word order for the clause : reflects the normal word order for modal clauses. Also

notice how the Modal Perfect follows a Jussive. This is a commonverb sequence for Modal Perfects (i.e., that they follow other modalforms, such as Imperatives and Jussives).

Our final discussion focuses on Participles and verbless clauses.Like the indicative finite verbal clauses presented above, clauseswith participial and adjectival (i.e., verbless) predicates exhibit

primarily Subject-Predicate order.

( ‘because the sea was growing stormier upon them’ (Jon 1:13)

( ( ‘call to her the proclamation that I am speaking to you’ (Jon 3:2)

From the examples in Jonah 1:13 and 3:2, we can also notice that,unlike the finite verbal clauses above, function words do not invertthe word order of participial or verbless clauses.

Summary:

• Biblical Hebrew is a Subject-Predicate language.

• In clauses with finite indicative verbs, the order becomesinverted (Predicate-Subject) when there is a function word atthe beginning of the clause.

• In modal clauses, the order is Predicate-Subject.



Lesson 27 172

Ruth 3:6 (f (

Ruth 3:8 (g (

Ruth 3:14 (h

Ruth 3:14 (i (

Ruth 3:18 (j (

Ruth 4:7 (k



Lesson 28 175

Case Roles

‘(when) the man came to the report in the city [that the ark had

been captured], all of the city cried out (in alarm)’ (1 Sam 4:13)

!‘(and) they read in the book of the law of God daily’ (Neh 8:18)

28.3 Case Roles in Biblical Hebrew

Case involves morphology, syntax, and semantics. Cases indicatethe particular syntactic role or relationship between words in anexpression, often by morphological distinctions (e.g., Latin,German). The role of each case can also be analyzed semantically(e.g., nominative is syntactically the subject but semantically the

agent of a dynamic verb but the patient of a stative verb).

In English, morphological case marking is preserved only in the personal pronouns.

Nominative

Accusative

Genitive

I

me

my

he

him

his

she

her

her

we

us

our

they

them

their

Similarly, Hebrew at one time distinguished these casesmorphologically. However, by the period of Biblical Hebrew casesare mostly abstract, and the Genitive case has been replaced by theconstruct relationship (see 6.1).

The Nominative case includes the agent of a dynamic verb or the patient of a stative or passive verb. An agent is the entity that performs an action or brings about a change of state. A patient is anentity in a state or undergoing change.

!‘(and) Y HWH cast a great wind onto the sea’ (Jon 1:4)

! !‘yet forty days and Nineveh will be destroyed’ (Jon 3:4)

The Accusative case includes all the nouns governed by the verb— whether complements or adjuncts. Although accusative is most



Lesson 28 177

Exercises

1. Examine the range of meanings for ! 3!using the lexicon, and determine the best meaning(s) for the word in its occurrences in Ruth.

2. Determine the degree of overlap between these related words (use a diagram likethe one given for the verbal system in the lesson to show the overlap).

3. Translate the following clauses and identify the case roles of the nouns in each – nominative (Nom), genitive (Gen), or accusative (Acc).

Ruth 1:3 (a ! !PN5PN !

Ruth 1:8 (b ! ! , ! ,

Ruth 1:14 (c , !

Ruth 2:2 (d , !PN 5 5 , ! 5 !GL

!

Ruth 2:5 (e, ,



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Appendix ANoun, Adjective, and Pronoun Paradigms

1a. Noun Inflection (6.1)


Masculine

Absolute

Construct

FeminineAbsolute Construct

1b. Adjective Inflection (6.1)


MasculineAbsolute Construct

FeminineAbsolute Construct

2. Frequent Irregular Nouns (6.2)

Singular Absolute Singular Construct Plural Absolute Plural Construct

‘father’ M , ‘brother’ M ‘sister’ F ‘man’ M ‘woman’ F ‘house’ M

‘son’ M ‘daughter’ F ‘day’ M ‘city’ F ‘head’ M



Appendix A 193

5a. Suffixed Pronouns on Nouns Added to Masculine Singular Added to Feminine Singular Added to Masculine Plural Added to Feminine Plural

3MS

3FS 2MS 2FS

1CS 3MP 3FP 2MP 2F 1CP

→ ‘his word’

→ ‘her word’

→ ‘your word’

→ ‘your word’

→ ‘my word’→ ‘their word’


→ ‘your word’

→ ‘your word’

→ ‘our word’

→ ‘his law’

→ ‘her law’

→ ‘your law’

→ ‘your law’

→ ‘my law’→ ‘their law’

→ ‘their law’

→ ‘your law’

→ ‘your law’

→ ‘our law’

3MS 3FS 2MS 2FS

1CS 3MP 3FP 2MP 2FP 1CP

→ ‘his words’

→ ‘her words’



→ ‘my words’→ ‘their words’

→ ‘their words’



→ ‘our words’

→ ‘his laws’

→ ‘her laws’

→ ‘your laws’

→ ‘your laws’

→ ‘my laws’→ ‘their laws’

→ ‘their laws’

→ ‘your laws’

→ ‘your laws’

→ ‘our laws’

5b. Suffixed Pronouns on Prepositions / / , and and the Direct Object Marker - .

3MS

3FS 2MS 2FS 1CS 3MP 3FP 2MP 2FP 1CP

→ ‘for him’

→ ‘for her’

→ ‘for you’

→ ‘ for you’

→ ‘for me’

→ ‘for them’

→ ‘for them’

→ ‘for you’

→ ‘for you’

→ ‘for us’

→ # ‘like him’

→ ‘like her’

→ ‘like you’

→ ‘like you’

→ ‘like me’

→ ‘like them’

→ ‘like them’

→ ‘like you’

→ ‘like you’

→ ‘like us’

→ ‘from him’

→ ‘from her’

→ ‘from you’

→ ‘from you’

→ ‘from me’

→ ‘from them’

→ ‘from them’

→ ‘from you’

→ ‘from you’

→ ‘from us’

→ ‘him’

→ ‘her’

→ ‘you’

→ ‘you’

→ ‘me’

→ ‘them’

→ ‘them’

→ ‘you’

→ ‘you’

→ ‘us’



Appendix BStrong Verb Paradigms

1. ‘attend to’ (4.3, 5.2, 8.1-2, 10.2, 11.1-2, 12.1-3, 13.1, 14.1-2, 15.2-6)Q AL N IFAL P IEL P UAL H ITPAEL H IFIL H OFAL

PERF 3MS 3FS

2MS 2FS 1CS 3CP 2MP 2FP 1CP

IMPF 3MS 3FS/2MS

2FS 1CS 3MP 3FP

2MP 2FP 1CP



Appendix C: Weak Verb (and Guttural Verb) Paradigms 200

II-Guttural

Q AL N IFAL P IEL P UAL H ITPAEL H IFIL H OFAL

PAST 3MS R R JUSS 3MS

1CS

E EIMV MS

FS G GMP FP U U

INF CST INF ABS , L L

PTCP MSA FSA A A

MPA R R FPA




III-A LEF Q AL N IFAL P IEL P UAL H ITPAEL H IFIL H OFAL

PAST 3MS JUSS 3MS

1CS IMV MS

FS MP FP

INF CST INF ABS

PTCP MSA FSA

MPA FPA




I-V AV /Y OD Q AL N IFAL P I/P U/H IT H IFIL H OFAL Q AL H IFIL

PAST 3MS R JUSS 3MS

1CS E IMV MS

FS G MP FP U

INF CST INF ABS L

PTCP MSA FSA A

MPA R FPA



Glossary 222

[ ] (L27) NOUN F sister-in-law (L21)VB Q be(come) dry ; HI cause to be

dry [C6] (L21) NOUN F dry land (L2) NOUN F hand ; DU ; P

[ ] (L25)VB HI give thanks, praise, confess[C6, C7]

(L11)VB Q know [C3, C6] PN Jehu

(L5)PN Judah PN Jonathan ' PN Joshua

(L1)PN Y HWH (personal name of theHebrew God)

PN Joab PN Joash

(L2) NOUN M day ; P ; today ;daily [A2] (L17) NOUN F dove PN Jonah (L14)PN Joseph ADJ, SUBST only, only one, solitary

[ ] (L21)VB Q be good, pleasing ; HI do(something) well, deal well with [C6]

(L21) NOUN M wineVB Q irregular be able, have power [C6]

(L14)VB Q beget, bear (children) [C6][ ] VB HI howl [C6, C9] (L13) NOUN M sea ; P

PN Sea of Reeds (“Red Sea”)[ ] VB HI go right, choose the right, use the

right hand [C6] NOUN F right side, right hand

[ ] VB Q suck ; HI suckle, nurse [C6] (L28)VB Q add ; HI multiply, do again,

continue [C6](L7)PN Jacob

[ ] VB Q be fair, beautiful ; PI beautify (L13)VB Q go forth [C4, C6][ ] VB HIT station oneself, take one's stand

[C6][ ] VB HI set, place, establish ; HO be stayed,

stopped, detained [C6] (L8)PN Isaac

[ ] VB HI lay, spread ; HO be laid, spread [C3, C6]

VB Q pour, pour out ; HI pour (oil); HO be poured, cast, molten, firmly established [C6]

(L23)VB Q form, fashion, shape [C4, C6][ ] VB Q kindle, burn ; NI be kindled ; HI

kindle, set on fire [C6][ ] (L21)VB Q awake [C6]

(L13)VB Q fear [C4, C6] NOUN F fear, terror, reverence (L29)VB Q go down, descend [C6] (L21)PN Jordan River (L25)VB Q, HI throw, cast, shoot

(arrows) [C6] (L5)PN Jerusalem

PN Jericho , (L12)PN Jeremiah

NOUN M green (thing), greenness (L24)VB Q take possession, inherit [C6] (L2)PN Israel EXST there is (L11)VB Q sit, dwell ; inhabitant,

dweller (Q PTCP) [C6] PN Jesse

PN Ishmael [ ] (L21)VB NI be saved ; HI save, deliver

[C3, C6] (L17) NOUN M deliverance, rescue,

salvation (L21)VB Q be smooth , right ; PI make

even, smooth [C3, C6][ ] VB NI be left over, remain over ; HI leave

over, leave a remnant [C3, C6]

(L3)PREP like, as [A5] (L6)CONJ as, just as, when (L9)ADJ heavy

[ , ] (L11)VB Q be heavy; PI, HI makeheavy, honor (L8) NOUN M glory, honor, wealth

NOUN M lamb[ ] (L17)VB Q subdue, dominate

(L6)ADV thus, so (L3) NOUN M priest NOUN M star

[ ] (L23)VB NI be set up, established, fixed ;HI establish, set up, make firm [C8]

NOUN M strength, power



Glossary 227

(L9)VB Q call, proclaim, read aloud [C4] (L19)ADJ near

[ , ] (L5)VB Q draw near, approach[C2]

NOUN M inward part, midst

NOUN F proclamation VB Q tear, rend ; NI be rent, split asunder

[C2, C3] VB Q bind, conspire together ; NI was

bound, joined together ; PI bind on ; HIT conspire [C3]

(L21) NOUN F bow

(L22)VB Q see, look ; NI show oneself,appear ; HI show, exhibit [C1, C2, C7]

PN Reuben(L5) NOUN M head ; P [A2] ADJ first [D]

NOUN F beginning or chief (part) (L14)ADJ many, much ; MP

(L24) NOUN M multitude, greatness,abundance

[ ] VB Q be(come) many, much (L22)VB Q be(come) many, multiply ; HI

make much/ many, make multiply [C1,

C7] NOUN M fourth (see ) [D][ , ] ADJ/SUBST (those belonging to)

the fourth generation PN Rebekah (L5) NOUN F foot (L22)VB Q have dominion, rule [C1, C7] VB Q pursue , chase, persecute ; NI are

pursued ; PI pursue ardently ; PU bechased away ; HI chase [C1]

(L19) NOUN M water-trough

(L5) NOUN F spirit, wind PN Ruth

ADJ wide, broad PN Rehoboam

(L19)ADJ far, distant ; NOUN M distance ; at a distance

PN Rachel (L21)VB PI have compassion on [C1,C2] VB PI hover [C2]

VB Q be far, distant ; PI send far away,distance ; HI cause to be distant, far away; remove [C1, C2]

(L29)ADV emptily, vainly VB Q creep (on the ground), move

lightly

NOUN M creeping things, moving things (L24)VB Q, PI give a ringing cry [C1, C9] (L9)ADJ MS bad, evil ; FS

(L12) NOUN M friend (L9) NOUN M famine, hunger (L21)VB Q shepherd, tend, pasture [C1,

C2, C7] (L21) NOUN M shepherd (Q PTCP) (L19)VB Q heal [C1, C4] VB Q skip about ; PI dance, leap ; HI cause

to skip [C1] NOUN M extended surface, expanse, firmament

(L9)ADJ wicked (L12)VB Q be wicked; HI condemn [C1,

C3]

(L9) NOUN M field ; P (L23)VB Q put, place, set [C8] VB Q laugh, play ; PI make sport, jest ; HI

utterly mock [C2] VB Q be prudent ; HI look at, ponder; giveinsight, teach

NOUN M prudence, insight NOUN M left side, left hand

, (L16)VB Q rejoice, be glad ; PI make rejoice, glad [C3]

(L14)VB Q hate [C4] (L13)ADJ hairy (L13) NOUN F lip, shore (L11) NOUN M official, captain, prince ; P

PN Sarah PN Sarai NOUN M survivor

(L18)CONJ that, which, who (L8)PN Saul (L29) NOUN F underworld, Sheol

(L10)VB Q inquire, ask [C2]



Glossary 228

(L28)VB NI be left over, behind, remain ;HI leave over, behind [C2, C3]

NOUN F ear of grain ; P F (L14)VB NI swear (an oath) ; HI cause to

swear (an oath) [C3] (L10) NOUN FS seven ; MS ; P

seventy ; seventh ; seven- fold [D]

PN Sheba (L12)VB Q break ; PI shatter, break [C3] VB Q buy grain ; HI sell grain [C3] (L22)VB Q cease, desist, rest ; HI put an

end to, destroy (L14) NOUN F sabbath, rest PN Shaddai, Almighty

(L23)VB Q turn back, return ; HI return

(something) [C8] VB Q bruise (L17)VB Q slaughter [C2]

(L12)VB PI, HI spoil, destroy [C2] NOUN F song VB Q put, set [C8]

(L9)VB Q lie (down) (L10)VB Q forget [C3]

(L16)VB Q be bereaved, childless ; PI make childless (L11)VB HI wake early

PN Shechem (L6)VB Q settle, dwell (L28)ADJ inhabitant, neighbor

PN Shiloh VB Q be at ease, prosper

(L14) NOUN M peace, well-being (L9)VB Q send [C3]

(L11)VB HI throw, cast (L15)VB Q be whole ; PI reward, pay

back

PN Solomon (L27)VB Q draw out, off (L14) NOUN FS three ; MS ; P thirty, thirtieth [D]

ADJ/SUBST (those belonging to) thethird generation

(L3)ADV there (L9) NOUN M name ; P H

[ ] (L11)VB HI annihilate (L8)PN Samuel

(L11) NOUN M heavens VB Q grow fat ; HI make fat NOUN FS eight ; MS ; P eighty ;

eighth [D] (L6)VB Q hear , listen; + obey [C3] (L4)VB Q keep, guard [C3] (L16) NOUN M/F sun (L3) NOUN F year ; P (L8) NOUN M two; F [D] PN Shinar (Babylonia)

VB NI lean, support oneself [C2] VB Q be blinded ; HI blind [C9]

(L7) NOUN M gate (L20) NOUN F maidservant (L4)VB Q judge, govern (L13)VB Q pour out, shed (blood)

(L19)VB HI water, give drink [C7] (L28)VB Q be quiet, undisturbed,

inactive ; HI show quietness, causequietness

VB Q swarm, teem NOUN M swarmers, swarming things NOUN FS six; MS ; P sixty;

sixth [D] (L22)VB Q drink [C7] (L8) NOUN F two; CST VB Q be quiet

NOUN F desire NOUN F fig-tree; fig (L25) NOUN F ark

NOUN M emptiness, formlessness (L29) NOUN M/F deep, sea, abyss

(L13) NOUN M midst (often in thecompoundPREP in the midst of )

(L12) NOUN F abomination

(L4) NOUN F direction, instruction, law (L11)PREPunder, beneath (L25)VB Q hang [C7] NOUN F likeness, form (L21)ADJ complete, sound (L24)VB Q be complete, finished [C9] NOUN M serpent, dragon, sea-monster VB Q sew together [C3] (L18)VB Q lay hold of, wield NOUN F hope



Song Lyrics 230

Hinneh Mah Tov (Psalm 133:1)Behold, how good and how pleasant(is) the dwelling of brothers together

’Esa ‘Einai (Psalm 121:1-2)I lift up my eyes to the hills—

from where will my help come?My help is from Yahweh,

maker of made heaven and earth.

Mi Ha’ish (Psalm 34:13-15)Who is the man who desires life, (and) loves

days to see goodness?Keep your tongue from evil, and your lips

from speaking deceit.Turn away from evil, and do good; seek

peace, and pursue it.

‘Ose ShalomHe who makes peace in his heights,He will make make for us

And for all Israel.And say, say: Amen!He will make peace, he will make peace,Peace for us and for all Israel

.

Mah Na’vu (Isaiah 52:7)How beautiful upon the mountains are the

feet of the messenger

Who announces the salvation, who announces peace.



Song Lyrics 233

HalleluyaPraise Yah forever, praise Yah, let everyone sing

With one word, a single one,

The heart if filled with plenty of thanks,

And it also suitable—what a wonderful world.

?

85178364 Ancient Hebrew a Study Grammar

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